Principled Assessment of Student Learning in High School Computer Science

Snow, Eric; Rutstein, Daisy Wise; Bienkowski, Marie; Xu, Yinan

doi:10.1145/3105726.3106186

Cited by 52 publications

(8 citation statements)

References 26 publications

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“…Efforts to create high-quality K-12 CS assessments have been plagued by several issues, including the field's difficulties in reaching consensus on the definition and scope of the various components of and terminology within the CS educational landscape as well as the fact that many skills and ideas in CS are broad, complex, and multi-part (Webb et al, 2017;Tang et al, 2020). Muddiness around the construct definitions and learning progressions can yield assessments that focus on surface-level knowledge rather than deeper application of skills and practices (Denning, 2017), and/or assessments that primarily reflect specifics of a given course rather than more general, courseagnostic knowledge and skills (Snow et al, 2017).…”

Section: Assessment Contextmentioning

confidence: 99%

Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course

et al. 2021

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Evidence-centered design (ECD) is an assessment framework tailored to provide structure and rigor to the assessment development process, and also to generate evidence of assessment validity by tightly coupling assessment tasks with focal knowledge, skills, and abilities (FKSAs). This framework is particularly well-suited to FKSAs that are complex and multi-part (Mislevy and Haertel, 2006), as is the case with much of the focal content within the computer science (CS) domain. This paper presents an applied case of ECD used to guide assessment development in the context of a redesigned introductory CS curriculum. In order to measure student learning of CS skills and content taught through the curriculum, knowledge assessments were written and piloted. The use of ECD provided an organizational framework for assessment development efforts, offering assessment developers a clear set of steps with accompanying documentation and decision points, as well as providing robust validity evidence for the assessment. The description of an application of ECD for assessment development within the context of an introductory CS course illustrates its utility and effectiveness, and also provides a guide for researchers carrying out related work.

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Section: Assessment Contextmentioning

confidence: 99%

Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course

et al. 2021

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“…However, the authors do not reveal how the instrument was developed, and whether it is validated. Snow et al [77], created a validated instrument that measures the practices of CT. The authors argued that relying on the programming constructs to infer students' knowledge of computer science is not enough.…”

Section: Ct Assessmentmentioning

confidence: 99%

Reflecting on Computational Thinking Studies for High School Education

Sondakh

2019

CogITo Smart Journal

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Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

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“…The ECD process involved (1) working with various stakeholders to identify the important computer science skills to measure, (2) mapping those skills to a model of evidence that can support inferences about those skills, and (3) developing tasks that elicit that evidence [2]. The assessments were field tested with 941 students over two years [21].…”

Section: Assessment Of Computational Thinking Practicesmentioning

confidence: 99%

“…The tasks within each assessment are well aligned with each other and with the targeted learning goals. See Snow, Rutstein, Bienkowski, and Xu [21] for additional details on the pilot study and validation results.…”

Section: Assessment Of Computational Thinking Practicesmentioning

confidence: 99%

Equal Outcomes 4 All

McGee

McGee-Tekula

Duck

et al. 2018

Proceedings of the 49th ACM Technical Symposium on Computer Science Education

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This study investigated patterns in the development of computational thinking practices in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Past research indicates that the personal relevance of the ECS experience influences students' expectancy-value towards computer science. Expectancy-value is a construct that is predictive of career choices. We extended our research to examine whether expectancy-value influences the development of computational thinking practices. This study took place in the context of two ECS implementation projects across two states. Twenty teachers, who implemented ECS in 2016-17, participated in the research. There were 906 students who completed beginning and end of year surveys and assessments. The surveys included demographic questions, a validated expectancy-value scale, and questions about students' course experiences. The assessments were developed and validated by SRI International as a companion to the ECS course. Overall, student performance statistically increased from pretest to posttest with effect size of 0.74. There were no statistically significant differences in performance by gender or race/ethnicity. These results are consistent with earlier findings that a personally relevant course experience positively influences students' expectancy for success. These results expanded on prior research by indicating that students' expectancy-value for computer science positively influenced student learning. CCS CONCEPTS• Social and professional topics→Computational thinking; Model curricula; Student assessment; K-12 education

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Principled Assessment of Student Learning in High School Computer Science

Cited by 52 publications

References 26 publications

Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course

Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course

Reflecting on Computational Thinking Studies for High School Education

Equal Outcomes 4 All

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