Assessing computational thinking process using a multiple evaluation approach

Abstract

This study explored the ways that the Computational Thinking (CT) process can be evaluated in a classroom environment. Thirty Children aged 10 -11 years, from a primary school in London took part in a game-making project using the Scratch and Alice 2.4 applications for eight months. For the focus of this specific paper, data from participant observations, informal conversations, problem-solving sheets, semi-structured interviews and children's completed games were used to make sense of elements of the computational thinking process and approaches to evaluate these elements in a computer game design context. The discussions around what CT consists, highlighted the complex structure of computational thinking and the interaction between the elements of artificial intelligence (AI), computer, cognitive, learning and psychological sciences. This also emphasized the role of metacognition in the Computational Thinking process. These arguments illustrated that it is not possible to evaluate Computational Thinking using only programming constructs, as CT process provides opportunities for developing many other skills and concepts. Therefore, a multiple evaluation approach should be adopted to illustrate the full learning scope of the Computational Thinking Process. Using the support of literature review and the findings of the data analysis I proposed a multiple approach evaluation model where 'computational concepts', 'metacognitive practices', and 'learning behaviours' were discussed as the main elements of the CT process. Additionally, in order to investigate these dimensions within a game-making context, computer game design was also included in this evaluation model.

Identification of the Students Learning Process During Education Robotics Activities

“…The authors decided to calculate the first four indicators (Motors, Loops, Conditionals, Others) because they represent the features of a sequence designed using the Lego Mindstorms EV3 software; moreover, they are key concepts in ER and computational curricula (Grover and Pea, 2013 ; Scaradozzi et al, 2015 , 2019b ; Allsop, 2019 ). Furthermore, as previously stated, an ER activity is characterized by a cyclical procedure for improving the programming sequence: for this reason, it is essential to calculate the differences between two contiguous sequences, represented by the last eight parameters (Added, Deleted, Changed, Equal, Delta Motors, Delta Loops, Delta Conditionals, and Delta Others).…”

“…A function designed in Python realizes the parsing of the log file to calculate these 12 values. (Grover and Pea, 2013;Scaradozzi et al, 2015Scaradozzi et al, , 2019bAllsop, 2019). Furthermore, as previously stated, an ER activity is characterized by a cyclical procedure for improving the programming sequence: for this reason, it is essential to calculate the differences between two contiguous sequences, represented by the last eight parameters (Added, Deleted, Changed, Equal, Delta Motors, Delta Loops, Delta Conditionals, and Delta Others).…”

The Effect of Computer-Free Coding Education for Special Education Students on Problem-Solving Skills

“…Thinking like a computer scientist enables children to solve any problem they can face logically. Computational thinking can help in designing solutions to automation-sensitive problems (Allsop, 2019). In addition to thinking like a computer scientist, there seems to be value in teaching critical thinking skills and the problem-solving mentality that comes with traditional writing, reading, and arithmetic.…”

Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students

“…Besides, the qualitative method can likewise assess CT concepts such as interviews, project analysis, observations, and reflection reports. Therefore, it should pay attention to various aspects of assessments identified with CT abilities since it is preposterous to expect to utilize a solitary technique to assess collaborations between computers, cognitive, learning, and psychological elements [23].…”