An alternative approach for measuring computational thinking: Performance-based platform

Computational thinking in mathematics education: A systematic review

“…There were four studies performed in ASEAN countries (Cheng et al, 2017;Fang et al, 2017;Matere et al, 2021;Shorey et al, 2021) and 12 studies conducted in non-ASEAN countries (Çoban & Korkmaz, 2021;Critten et al, 2021;Jeng et al, 2020;Marcelino et al, 2018;Mecca et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021). This systematic review explains various types of teaching methods used in developing CT in mathematics, such as instant communication (IM) teaching method (Cheng et al, 2017), innovative curriculum design relying on an Internet-of-Things (IoT) programming course (Jeng et al, 2020), project-based learning and problem-solving learning method (Menolli & Neto, 2021), BootUp's model teaching method (Rich et al, 2021), technological pedagogical content knowledge (TPACK) educational technology course (Mouza et al, 2017), pre-programming (CS0) course (Quitério Figueiredo, 2017), elearning course employing Moodle as a learning management system (Marcelino et al, 2018), designbased learning (Matere et al, 2021), blending learning flipped class (Fang et al, 2017), physical body movement practice (Sung & Black, 2020), coding as another language (CAL) curriculum (Relkin et al, 2021), guided play activities (Critten et al, 2021), online performance-based assessment (Çoban & Korkmaz, 2021) and procedural programming course (Mecca et al, 2021). This includes delegating responsibility to students, encouraging independent problem-solving among students, co-learning with students, fostering interdependence among students, offering a variety of additional resources…”

“…Besides that, 7 out of 12 studies used integration technology. They are the IoT programming course (Jeng et al, 2020), BootUp's model teaching method (Rich et al, 2021), TPACK educational technology course (Mouza et al, 2017), pre-programming (CS0) course (Quitério Figueiredo, 2017), elearning course employing Moodle as a learning management system (Marcelino et al, 2018), CAL curriculum and online performance-based assessment (Çoban & Korkmaz, 2021). According to the statistics, only 7 out of 12 studies included technological integration in mathematics education.…”

“…Quiterio Figueiredo (2017) determined that taking a pre-programming course (CS0) enhances CT skills among engineering students. Other Turkish researchers (Çoban & Korkmaz, 2021) focused on strengthening CT skills among high school students using an online performance-based education technique.…”

“…Relying on the literature review, researchers discovered that six types of tools were used in developing CT in mathematics education. The tools are teaching method (Cheng et al, 2017;Çoban & Korkmaz, 2021;Critten et al, 2021;Fang et al, 2017;Jeng et al, 2020;Marcelino et al, 2018;Matere et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021;Yildiz Durak, 2020), game-based learning (Agbo et al, 2021;Croff, 2017;Hooshyar et al, 2021;Menolli & Neto, 2021;Ng & Cui, 2021), coding programming (Critten et al, 2021;Deng et al, 2020;Fanchamps et al, 2019;Marcelino et al, 2018;Mecca et al, 2021;Ng & Cui, 2021;Özmutlu et al, 2021;Piedade et al, 2020;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Ríos Félix et al, 2020;Shorey et al, 2021;Silva et al, 2021;Sun et al, 2021a;Sung & Black, 2020;Yi Wu & Sheng Su, 2021;Yildiz Durak, 2020), robotic activities (Critten et al, 2021;…”

How is computational thinking assessed in European K-12 education? A systematic review

“…The cited reviews show a breadth of methods employed to assess CT (Cutumisu et al, 2019) that include four main forms: traditional assessment composed of selectedand/or constructed-response questions, portfolio assessments, surveys, as well as interviews, and claim that most of the CT assessment tools analyse concepts directly related to algorithms and programming (Tang et al, 2020). Another study of Çoban and Korkmaz (2021), highlights in the literature, "it has been seen that computational thinking is evaluated with different measurement tools. Many more methods such as scales, portfolio studies, coding, multiple choice tests, task-based tests, observations, and rubrics have been applied with different methodologies" (p. 2).…”