Computational Thinking Assessment – Towards More Vivid Interpretations
Type
book section
Date Issued
2022-01-27
Author(s)
Editor(s)
Ifenthaler, Dirk
Abstract (De)
Computational thinking (CT) is an important 21st-century skill. This paper aims at more useful CT assessment. Available evaluation instruments are reviewed; two generally accepted CT evaluation tools are selected for a comprehensive CT assessment: the CTt, a performance test, and the CTS, a self-assessment instrument. The sample comprises 202 high school students from German-speaking Switzerland. Concerning the CTt, Rasch-scalability is demonstrated. Utilizing the approach of the PISA studies, proficiency levels are formed that comprise tasks with specific characteristics that students are systematically able to master. This could help teachers to offer individual support to their students. In terms of the CTS, the original version is refined using confirmatory factor and measurement-invariance analysis. A latent profile analysis yielded four profiles, two of which are of particular interest. One profile comprises students with, on the one hand, moderate to high creative thinking ability, cooperativity, and critical thinking skills and, on the other hand, low algorithmic thinking ability. The second remarkable profile consists of students with particularly low cooperativity. Based on these strength and weakness profiles, teachers could offer support tailored to student needs.
Language
English
HSG Classification
contribution to scientific community
HSG Profile Area
SoM - Business Innovation
Book title
Technology, Knowledge and Learning
Publisher
Springer Nature
Publisher place
Cham
Subject(s)
Division(s)
Eprints ID
268589
File(s)![Thumbnail Image]()
Name
s10758-021-09587-2.pdf
Size
2.6 MB
Format
Adobe PDF
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