CE21 Special Project: Principled Assessment of Computational Thinking

SRI国际（SRI）将设计，开发和验证高中探索计算机科学（ECS）课程的计算思维（CT）评估。这项工作的合作伙伴是ECS开发人员和教师，以及计算机科学（CS），计算机科学教育和评估的其他专家和利益相关者。在第一年，SRI将采用以证据为中心的设计来完善现有的CT实践评估框架和设计模式;开始设计和开发ECS评估任务和评分规则;召集专家小组审查评估任务和设计文件之间的对应关系;并在少数教师中试用任务和评分规则。在第二年，SRI将利用试点结果设计和开发一套最终任务，并建立单元和总结性评估的表格;召集第二个专家小组审查单元和总结性评估表格;并与更多的教师一起实地测试单元和总结性评估表格以及评分规则。试点测试和实地测试都将包括与学生的认知访谈，以告知和评估设计中使用的定义。SRI将使用评估分数，反应过程和其他有效性证据，从现场测试进行心理测量评估的单位和总结性评估。ECS课程正在被用于让全国各地的高中生参与计算机科学。随着ECS扩展到更多的地点和学生，ECS教师将需要高质量的评估，使学生的有效推断？计算思维实践。通过与ECS教师共同设计形成性和终结性评估资源，SRI将确保这些资源对教师有用。高质量的CT评估工具和资源将降低采用和使用ECS课程以及其他CS课程的障碍，并为报告学生进步的可操作证据和准备在CT实践领域进一步学习铺平道路。SRI还希望PACT项目通过为新的CS教师提供可访问和可适应的资源来评估他们的学生，从而更广泛地为CS 10 K项目做出贡献。CT知识和技能。

SRI International (SRI) will design, develop, and validate assessments of computational thinking (CT) for the high school Exploring Computer Science (ECS) curriculum. Partners in this work are ECS developers and teachers, and other experts and stakeholders in computer science (CS), computer science education and assessment. In Year 1, SRI will apply evidence-centered design to refine an existing CT-practices assessment framework and design patterns; begin to design and develop ECS assessment tasks and scoring rubrics; convene an expert panel to review the correspondence between the assessment tasks and design documents; and pilot the tasks and scoring rubrics with a small number of teachers. In Year 2, SRI will use pilot results to design and develop a final set of tasks and to build forms of the unit and summative assessments; convene a second expert panel to review the unit and summative assessment forms; and field test the unit and summative assessment forms and scoring rubrics with a larger number of teachers. Both the pilot test and field test will include cognitive interviews with students to inform and evaluate definitions used in the design. SRI will use assessment scores, response processes, and other validity evidence from the field tests to conduct psychometric evaluation of the unit and summative assessments. The ECS curriculum is being used to engage high school students in computer science across the country. As ECS expands to more locations and students, ECS teachers will need high-quality assessments to make valid inferences about students? computational thinking practices. By co-designing formative and summative assessment resources with ECS teachers, SRI will ensure that the resources are useful to teachers. High-quality CT assessment tools and resources will lower barriers for adopting and using the ECS curriculum, as well as other CS curricula, and will pave the way to reporting actionable evidence of student progress and readiness to engage in further learning in the CT practices domain. SRI also expects the PACT project to contribute more broadly to the CS 10K project by providing new CS teachers with accessible and adaptable resources for assessing their students? CT knowledge and skills.