How a Rubric Score Application Empowers Teachers’ Attitudes over Computational Thinking Leverage

Abstract

Computational Thinking (CT) has emerged as an umbrella term that refers to a broad set of problem-solving skills. New generations must conquer these skills in order to thrive in a computer-based world. Teachers, as agents of change, must also be familiar, trained and well-prepared in order to train children in CT. This paper examines STEM (Science, Technology, Engineering and Mathematics) and non-STEM teachers’ attitudes and readiness to adopt and utilize Computational Thinking concepts in the curriculum. The research was conducted through a descriptive assessment of students using thematically related criteria (rubrics) and a criterion on Computational Thinking usage and utilization. Fifteen teachers (n = 15) were invited to a focus group discussion in which they were asked to complete a questionnaire and, subsequently, to openly analyze their answers. The results show that the majority of teachers used computational thinking as an assessment criterion and stated that they did not face any significant problems with it. At the end of the focus group questions, they concluded that they consider participation in a training program regarding the concept and principles of computational thinking and the way they could integrate into the educational process necessary. Teachers expressed their confidence in using a set of criteria (rubric) to make students’ assessments more effective and stated that they can easily use at least one criterion for Computational Thinking.

Computational Thinking: A Proposed Formative Assessment Rubric for Physical Computing Courses

“…He describes feedback as the distance between the actual and the expected result, and this is subsequently used to alter the gap in some way. Generally, there are two types of rubrics: (a) the "analytic rubric" in which each criterion is evaluated separately, and (b) the "holistic rubric" in which all dimensions are assessed simultaneously to provide a single overall score [36]. The use of rubrics in the educational process offers many benefits to both trainees and trainers: (a) inform trainees of expectations, (b) provide feedback, (c) maintain consistent grading and fair assessment, and (d) enhance trainees learning and self-assessment [37].…”

The Use of Scoring Rubrics in University

“…In this regard, rubrics are acknowledged as highly valuable tools for the purpose of assessment for learning. Rubrics serve as evaluative instruments that provide clear criteria and defined levels of achievement for a given task or assignment [2,3]. Educators utilize rubrics to furnish students with explicit performance standards and constructive feedback, enabling them to comprehend the necessary steps for improving their academic progress.…”