Computational Thinking Funds of Knowledge: A Culturally-Relevant Assessment for Early Elementary Students

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。它正在为历史上被边缘化的黑人和西班牙裔学生在低年级制定公平的计算思维（CT）评估。儿童及其家人在日常生活中参与CT，这些经历可能成为强大的学习和评估机会。特别是黑人和西班牙裔家庭和社区的日常知识，必须与教学和评估机会交织在一起，因为它们往往没有反映在标准的教学和评估中。由于缺乏多样性的计算机科学，发现丰富的CT资源的黑人和西班牙裔家庭通过研究将有助于发展文化持续的评估工具（CSAT）的CT。这将有助于教育工作者利用学生的知识，以找到支持这些代表性不足的学生的方法。这些知识将为制定更公平的CT评估材料奠定基础。 这种方法是变革性的，因为它将家庭和社区知识置于评估发展的核心。报告讨论了与标准化绩效计量中的文化偏见问题有关的关切。虽然专注于黑人和西班牙裔家庭在斯普林菲尔德，马萨诸塞州的生活经验，该团队预计，CSAT的CT将是有用的黑人和西班牙裔家庭在中等规模的城市类似斯普林菲尔德，并将，因此，有广泛的全国性的影响。计算思维知识基金（CTFoK）是一个研究项目，专注于发展CSAT的CT从幼儿园到二年级的学生。它旨在通过明确关注黑人和西班牙裔家庭的丰富资源来扩大计算机科学（CS）的参与，这些家庭通过日常生活活动制定CTFoK，并通过创建反映知识和文化背景的有效评估。通过课堂观察、家庭访谈和教师访谈，本项目的研究将集中在：确定儿童入学的家庭和社区CTFoK; CSAT测量CT的有效性;年轻学生对CT的概念理解（K-2级）;教师在项目中的经验，特别是反映在知识和价值的优势为基础的方法与黑人和西班牙裔家庭和学生，以及如何将CS/CT概念融入教师的教学实践中。传统的评估已被证明是根深蒂固的文化偏见，从而使有色人种儿童长期处于不利地位。因此，CS教育研究社区开发公平的评估方法至关重要。这项工作在两个层面上具有变革性：首先，它将家庭和社区知识作为儿童先前和未来知识的基础;其次，它使用这些信息来创建公平的评估材料。这项工作将产生广泛的影响，在提供研究成果，以CSEd社区在整个。该项目通过CS for All：Research and RPPs计划获得支持。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). It is developing equitable computational thinking (CT) assessments for historically marginalized Black and Hispanic students in the early grades. Children and their families engage in CT in their everyday lives, with such experiences serving as potentially powerful learning and assessment opportunities. The everyday knowledge of Black and Hispanic families and communities, in particular, must be interwoven with instructional and assessment opportunities, as too often they are not reflected in standard instruction and assessment. Given the lack of diversity in computer science, uncovering the rich CT resources of Black and Hispanic families through research will aid in the development of culturally sustaining assessments tools (CSAT) for CT. This will help educators leverage what students know in order to find ways to support these underrepresented students. This knowledge will subsequently provide a foundation for development of more equitable CT assessment materials. This approach is transformative, in that it puts family and community knowledge at the heart of assessment development. It addresses concerns related to the problem of cultural bias in standardized measures of achievement. While focusing on the lived experiences of Black and Hispanic families in Springfield, Massachusetts, the team anticipates that the CSAT for CT will be useful for Black and Hispanic families in mid-sized cities similar to Springfield, and will, therefore, have a broad national impact.Computational Thinking Funds of Knowledge (CTFoK) is a research project focused on the development of CSAT for CT for students from kindergarten to second grade. It seeks to broaden participation in computer science (CS) by explicitly focusing on the rich resources of Black and Hispanic families as regards their CTFoK enacted through activities of daily living and by creating valid assessments that reflect that knowledge and cultural context. Through classroom observations, family interviews, and teacher interviews, research in this project will focus on: identifying family and community CTFoK with which children enter school; the effectiveness of the CSAT for measuring CT; young students’ conceptual understanding of CT (grades K-2); teachers’ experience on the project, especially as reflected in knowledge of and valuing of strengths-based approaches to working with Black and Hispanic families and students, and in integrating CS/CT concepts into these teachers’ instructional practices. Traditional assessments have been shown to embed cultural bias, thus perpetuating disadvantage for children of color. Therefore, it is vitally important that the CS educational research community develop assessment methods that are equitable. The work is transformative on two levels: first it centers family and community knowledge as foundational to children’s prior and future knowledge; and second, it uses this information to create equitable assessment materials. This work will have a broad impact in providing the results of research to the CSEd community at large. This project is supported through the CS for All: Research and RPPs program.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.