A Scoping Review of Empirical Research on Recent Computational Thinking Assessments.
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| Title: | A Scoping Review of Empirical Research on Recent Computational Thinking Assessments. |
|---|---|
| Authors: | Cutumisu, Maria1 (AUTHOR) cutumisu@ualberta.ca, Adams, Cathy1 (AUTHOR), Lu, Chang1 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Dec2019, Vol. 28 Issue 6, p651-676. 26p. 1 Diagram, 12 Charts, 9 Graphs. |
| Subject Terms: | *Critical thinking, Empirical research, Twenty-first century |
| Abstract: | Computational thinking (CT) is regarded as an essential twenty-first century competency and it is already embedded in K-12 curricula across the globe. However, research on assessing CT has lagged, with few assessments being implemented and validated. Moreover, there is a lack of systematic grouping of CT assessments. This scoping review examines 39 empirical studies published within the last five years, coded by the specific competencies outlined in existing CT frameworks, to identify and classify the key features of existing CT assessments. Results show that most studies target K-12 settings, focus on interventions that promote CT concepts and practices, adopt a quasi-experimental design, use selected-response items as the dominant testing form, and mainly assess algorithmic thinking, abstraction, problem decomposition, logical thinking, and data. Finally, few CT assessments have been validated in educational settings. Implications include identifying gaps in the CT assessment literature, deepening our understanding of the nature of CT, focusing on the validation of CT assessments, and guiding researchers and practitioners in choosing developmentally appropriate CT assessments. Cognitive and educational implications for future research inquiry include the development of new assessment tools that comprehensively assess CT and its relation to learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 140205298 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Scoping Review of Empirical Research on Recent Computational Thinking Assessments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cutumisu%2C+Maria%22">Cutumisu, Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cutumisu@ualberta.ca</i><br /><searchLink fieldCode="AR" term="%22Adams%2C+Cathy%22">Adams, Cathy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Chang%22">Lu, Chang</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Dec2019, Vol. 28 Issue 6, p651-676. 26p. 1 Diagram, 12 Charts, 9 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Twenty-first+century%22">Twenty-first century</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computational thinking (CT) is regarded as an essential twenty-first century competency and it is already embedded in K-12 curricula across the globe. However, research on assessing CT has lagged, with few assessments being implemented and validated. Moreover, there is a lack of systematic grouping of CT assessments. This scoping review examines 39 empirical studies published within the last five years, coded by the specific competencies outlined in existing CT frameworks, to identify and classify the key features of existing CT assessments. Results show that most studies target K-12 settings, focus on interventions that promote CT concepts and practices, adopt a quasi-experimental design, use selected-response items as the dominant testing form, and mainly assess algorithmic thinking, abstraction, problem decomposition, logical thinking, and data. Finally, few CT assessments have been validated in educational settings. Implications include identifying gaps in the CT assessment literature, deepening our understanding of the nature of CT, focusing on the validation of CT assessments, and guiding researchers and practitioners in choosing developmentally appropriate CT assessments. Cognitive and educational implications for future research inquiry include the development of new assessment tools that comprehensively assess CT and its relation to learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=140205298 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-019-09799-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 651 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Empirical research Type: general – SubjectFull: Twenty-first century Type: general Titles: – TitleFull: A Scoping Review of Empirical Research on Recent Computational Thinking Assessments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cutumisu, Maria – PersonEntity: Name: NameFull: Adams, Cathy – PersonEntity: Name: NameFull: Lu, Chang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 28 – Type: issue Value: 6 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
| ResultId | 1 |
