Planning Grant: Planning for the Assessment of Computational Thinking (PACT)

SRI国际（SRI）提出了一项规划工作，将为一个更大的项目奠定基础，以推进计算机科学（CS）和计算思维（CT）的评估领域。规划计算思维（PACT）的评估将建立新的合作伙伴关系，重点是在CS高中课程的背景下开发和应用CT评估框架。在今天广泛推动提高科学，技术，工程和数学教育，测量科学和数学学习是更先进和更明确的定义比计算机科学和技术。大多数计算机科学家都认为，有一种称为计算思维的技能，需要将计算技术应用于广泛领域的问题和项目。在过去的十年里，CS内外越来越关注CT的概念。尽管如此，CS努力将其结构嵌入拥挤的K-12课程。然而，计算思维已经开始在一些高中找到坚实的基础，以NSF资助的探索计算机科学（ECS）预科课程的形式。ECS课程，尽管它的全面性和明确的价值CS和STEM社区，还没有伴随着一个明确的评估框架或工具来衡量计算思维学习成果，它只提供了一般性的指导，他们应该如何评估他们的学生？计算思维知识和技能。因此，ECS课程为规划会议提供了相关基础，开始制定CT评估框架，并为建立I型项目的合作伙伴关系提供了明确的踏脚石，该项目专注于设计，开发和验证可与ECS和其他CS课程一起使用的CT评估。在该项目的规划阶段，计算机科学、计算机科学教育和评估专家的批判性思维将通过面对面的会议进行讨论，并开始设计计算思维（CT）的评估框架。评估框架和其他会议成果将在一份白色文件中进行总结，并在一个网站上进行传播，其中将包括一个创新的组成部分，供不断讨论和修订该框架。

SRI International (SRI) proposes a planning effort that will lay the groundwork for a larger project to advance the field of assessment in computer science (CS) and computational thinking (CT). Planning for the Assessment of Computational Thinking (PACT) will build new partnerships focused on the development and application of a CT assessment framework in the context of a CS high school curriculum. In today's broad push to improve science, technology, engineering, and mathematics education, measurements for science and mathematics learning are much more advanced and clearly defined than for computer science and technology. Most computer scientists agree that there is a skill called computational thinking that is needed to apply computational techniques to problems and projects in a wide range of fields. Over the past decade there has been a growing focus on the concept of CT from both within and outside of CS. Despite this, CS struggles to embed its constructs in the crowded K-12 curriculum. Computational thinking has begun to find a strong footing in some high schools, however, in the form of the NSF-funded Exploring Computer Science (ECS) pre-AP curriculum. The ECS curriculum, despite its comprehensiveness and clear value to the CS and STEM communities, is not yet accompanied by a clear assessment framework or tools to measure computational thinking learning outcomes, and it provides instructors with only general guidance on how they should assess their students? computational thinking knowledge and skills. As a result, the ECS curriculum provides a relevant foundation for a planning meeting to begin developing an assessment framework for CT, as well as a clear stepping-stone for building a partnership for a Type I project focused on designing, developing and validating CT assessments that can be used with ECS and other CS curricula. In the planning stage of the project, the critical thinking of experts in computer science, computer science education, and assessment will be leveraged through a face-to-face meeting to discuss and begin designing an assessment framework for computational thinking (CT). The assessment framework and other meeting outcomes will be summarized in a white paper to be disseminated on a web site that will include an innovative component for ongoing discussion about, and revision of, the framework.