Leveraging Evidence-Centered Design to Develop Assessments of Computational Thinking Practices

Autor/inn/en	Snow, Eric; Rutstein, Daisy; Basu, Satabdi; Bienkowski, Marie; Everson, Howard T.
Titel	Leveraging Evidence-Centered Design to Develop Assessments of Computational Thinking Practices
Quelle	In: International Journal of Testing, 19 (2019) 2, S.103-127 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2018.1543311
Schlagwörter	Evidence Based Practice; Test Construction; Computation; Cognitive Tests; Elementary School Students; Secondary School Students; Thinking Skills; Foreign Countries; Computer Science Education; Hong Kong; United States + Suchen Sie Ihr Suchwort? Testaufbau; Kognitiver Fähigkeitstest; Sekundarschüler; Denkfähigkeit; Ausland; Computer science lessons; Informatikunterricht; Hongkong; USA
Abstract	Computational thinking is a core skill in computer science that has become a focus of instruction in primary and secondary education worldwide. Since 2010, researchers have leveraged Evidence-Centered Design (ECD) methods to develop measures of students' Computational Thinking (CT) practices. This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States. We demonstrate how leveraging ECD yields a principled design for developing assessments of hard-to-assess constructs and, as part of the process, creates reusable artifacts--design patterns and task templates--that inform the design of other, related assessments. Leveraging ECD, as described in this article, represents a principled approach to measuring students' computational thinking practices, and situates the approach in emerging computational thinking curricula and programs to emphasize the links between curricula and assessment design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01