Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Clarke-Midura, Jody; Silvis, Deborah; Shumway, Jessica F.; Lee, Victor R.; Kozlowski, Joseph S.
• Is Part Of: Computer science education. Volume 31:Issue 2(2021)
• Page Start: 117
• Page End: 140
• Publication Date: 2021-04-03
• Subjects: Computational thinking -- assessment -- early childhood -- algorithmic thinking -- evidence-centered design; Computer science -- Study and teaching -- Periodicals; 004
• DOI: 10.1080/08993408.2021.1877988
• Languages: English
• ISSNs: 0899-3408

Abstract

ABSTRACT: Background and Context : There is a need for early childhood assessments of computational thinking (CT). However, there is not consensus on a guiding framework, definition, or set of proxies in which to measure CT. We are addressing this problem by using Evidence Centered Design (ECD) to develop an assessment of kindergarten-aged children's CT. Objective : To present a design case on the development of the assessment, specifically the algorithmic thinking (AT) tasks and to share validity evidence that emerged. Method : We focus on the AT sub-component of CT and present the principled assessment design process using ECD. Findings : Our operationalization of CT includes spatial reasoning as a sub-component. Pilot results showed an acceptable internal consistency reliability for the AT items and critical design decisions that contributed to validity evidence. Implications : An important contribution of this work is the inclusion of spatial reasoning in our definition of early childhood CT.