Developing a Scratch-based coding achievement test

Abstract

Purpose The lack of a reliable and valid measurement tool for coding achievement emerges as a major problem in Turkey. Therefore, the purpose of this study is to develop a Scratch-based coding achievement test. Design/methodology/approach Initially, an item pool with 31 items was created. The item pool was classified within the framework of Bayman and Mayer’s (1988) types of coding knowledge to support content validity of the test. Then the item pool was applied to 186 volunteer undergraduates at Hacettepe University during the spring semester of the 2017-2018 academic year. Subsequently, the item analysis was conducted for construct validity of the test. Findings In all, 13 items were discarded from the test, leaving a total of 18 items. Out of the 18-item version of the coding achievement test, 4, 5 and 9 items measured syntactic, conceptual and strategic knowledge, respectively, among the types of coding knowledge. Furthermore, average item discrimination index (0.531), average item difficulty index (0.541) and Cronbach Alpha reliability coefficient (0.801) of the test were calculated. Practical implications Scratch users, especially those who are taking introductory courses at Turkish universities, could benefit from a reliable and valid coding achievement test developed in this study. Originality/value This paper has theoretical and practical value, as it provides detailed developmental stages of a reliable and valid Scratch-based coding achievement test.

The Effect of Determining Pair Programming Groups According to Various Individual Difference Variables on Group Compatibility, Flow, and Coding Performance

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A Comparison of Solo and Pair Programming in Terms of Flow Experience, Coding Quality, and Coding Achievement

“…In this study, an 18-item Scratch-based coding achievement test developed by Demir and Seferoğlu (2019) based on Bayman and Mayer’s (1988) types of coding knowledge was used. The average item discrimination index of the test was .531, and the average item difficulty index was .541.…”

Educational Challenges for Computational Thinking in K–12 Education: A Systematic Literature Review of “Scratch” as an Innovative Programming Tool

“…The impact Scratch has had in Turkey is evident because there are 484,137 users of Scratch in this country, which comprises 1.44 percent of Scratch users around the world (as of 20 February 2019). Turkey is second only to the USA in Scratch usage, according to Scratch's worldwide map [33]. The developments in coding education have positively contributed to the coding education in Turkey, and consequently, a course titled Information Technologies and Software has been incorporated in the curricula of grades five and above since the 2012-2013 academic year [33].…”

“…Turkey is second only to the USA in Scratch usage, according to Scratch's worldwide map [33]. The developments in coding education have positively contributed to the coding education in Turkey, and consequently, a course titled Information Technologies and Software has been incorporated in the curricula of grades five and above since the 2012-2013 academic year [33]. One of the studies selected was Uzunboylu et al [34], which aimed to analyze the countries where coding training was integrated into their curricula and compare them to studies on coding training, particularly in Turkey.…”