How is computational thinking assessed in European K-12 education? A systematic review
Keywords:
computational thinking, assessment, k-12, computational thinking dimensionsAbstract
Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, there exist only few indications on how to assess CT in compulsory school. This review analyses which tools are used to assess CT in European schools and which dimensions of CT are assessed. We analysed 26 studies carried out between 2016 and 2020 in K-12 in Europe. The results indicate that 18 different tools have been used which can be categorized in 5 groups: questionnaires, tests/tasks, observations, interviews and analysis of products. We derived more than 50 dimensions of CT that are assessed with the tools we analysed, the vast majority of those resulting to be closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a reliable tool that allows to assess the different facets of CT are currently missing.
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References
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Bryndová, L., & Mališů, P. (2020). Assessing the Current Level of the Computational Thinking Within the Primary and Lower Secondary School Students Using Educational Robotics Tasks. In 2020 the 4th International Conference on Education and Multimedia Technology, (pp. 239–43). ICEMT 2020. New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3416797.3416819.
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Chioccariello, A., & Olimpo, G. (2017). Editorial. Italian Journal of Educational Technology, 25, 3–6. https://doi.org/10.17471/2499-4324/986.
CSTA and ISTE. (2011). Operational Definition of Computational Thinking for k–12 Education. 2011. https://id.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf.
Cutumisu, M., Adams, C., & Chang L. (2019). A Scoping Review of Empirical Research on Recent Computational Thinking Assessments. Journal of Science Education and Technology, 28, 651–76. https://doi.org/10.1007/s10956-019-09799-3.
Da Cruz Alves, N., Gresse Von Wangenheim, C. & Hauck, J.C.R. (2019). Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study. Informatics in Education, 18(1), 17–39. https://doi.org/10.15388/infedu.2019.02.
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Fagerlund, J., Häkkinen, P. Vesisenaho, M., & Viiri, J. (2020). Assessing 4th Grade Students Computational Thinking Through Scratch Programming Projects. Informatics in Education, 611–40. https://doi.org/10.15388/infedu.2020.27.
Förster, E.-C., Förster, K.-T. & Löwe, T. (2018). Teaching Programming Skills in Primary School Mathematics Classes: An Evaluation Using Game Programming. In 2018 IEEE Global Engineering Education Conference (EDUCON), (pp. 1504–13). https://doi.org/10.1109/EDUCON.2018.8363411.
Garneli, V., & Chorianopoulos, K. (2018). Programming Video Games and Simulations in Science Education: Exploring Computational Thinking Through Code Analysis. Interactive Learning Environments, 26(3), 386–401. https://doi.org/10.1080/10494820.2017.1337036.
Gillott, L., Joyce-Gibbons, A., & Hidson, E. (2020). Exploring and Comparing Computational Thinking Skills in Students Who Take GCSE Computer Science and Those Who Do Not. International Journal of Computer Science Education in Schools, 3, 3–22. https://doi.org/10.21585/ijcses.v3i4.77.
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Korkmaz, Ö., Çakır, R. & Özden, Y.M. (2016). Computational Thinking Levels Scale (CTLS) Adaptation for Secondary School Level. Gazi Journal of Educational Science, 1(2), 143–62.
Korucu, A. T., Gencturk, A. T. & Gundogdu, M. M. (2017). Examination of the Computational Thinking Skills of Students. Journal of Learning and Teaching in Digital Age, 2(1), 11–19. https://eric.ed.gov/?id=ED572684.
Kožuh, I., Krajnc, R., Hadjileontiadis, L. J. & Debevc, M. (2018). Assessment of Problem Solving Ability in Novice Programmers. PLoS ONE, 13(9). https://doi.org/10.1371/journal.pone.0201919.
Kukul, V., & Karatas, S. (2019). Computational Thinking Self-Efficacy Scale: Development, Validity and Reliability. Informatics in Education, 18(1), 151–64. https://doi.org/10.15388/infedu.2019.07.
Leifheit, L., Jabs, J., Ninaus, M., Moeller, K. & Ostermann, K. (2018). Programming Unplugged: An Evaluation of Game-Based Methods for Teaching Computational Thinking in Primary School. In European Conference on Game-Based Learning (ECGBL) (pp. 344–53). https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058927915\&partnerID=40\&md5=3c9851a83ff1c00f11bc838a9ffa8587.
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Lye, S.Y., & Koh, J.H.L. (2014). Review on Teaching and Learning of Computational Thinking Through Programming: What Is Next for K-12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012.
Moreno-León, J., & Robles, G. (2015). Analyze Your Scratch Projects with Dr. Scratch and Assess Your Computational Thinking Skills. In Proceedings of the 7th international Scratch conference (Scratch2015AMS), (pp. 12–15). Amsterdam, Netherlands.
Pérez-Marín, D., Hijón-Neira, R. & Bacelo, A. (2018). Can Computational Thinking Be Improved by Using a Methodology Based on Metaphors and Scratch to Teach Computer Programming to Children? Computers in Human Behavior, 105. https://www.sciencedirect.com/science/article/pii/S0747563218306137.
Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. First. London: Blackwell Pub. https://doi.org/10.5860/choice.43-5664.
Popham, W. J.. (1997). What’s Wrong—and What’s Right—with Rubrics. Educational Leadership, 2nd series, 55(2), 72–75.
Price, C. B., & Price-Mohr, R. M. (2018). An Evaluation of Primary School Children Coding Using a Text-Based Language (Java). Computers in the Schools. 35(4), 284–301. https://www.tandfonline.com/doi/abs/10.1080/07380569.2018.1531613.
Rahman, M. (2019). 21st Century Skill "Problem Solving": Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917.
Roman-Gonzalez, M., Perez-Gonzalez, J.C. & Jimenez-Fernandez, C. (2017). Which Cognitive Abilities Underlie Computational Thinking? Criterion Validity of the Computational Thinking Test. Computers in Human Behavior, 72, 678–91. https://doi.org/10.1016/j.chb.2016.08.047.
Román-González, M., Moreno-León, J. & Robles, G. (2017). Complementary Tools for Computational Thinking Assessment. In Proceedings of the International Conference on Computational Thinking Education, (pp. 154–59). http://www.eduhk.hk/cte2017/doc/CTE2017Proceedings.pdf.
Román-González, M., Pérez-González, J.-C. Moreno-León, J. & Robles G. (2018). Can Computational Talent Be Detected? Predictive Validity of the Computational Thinking Test. International Journal of Child-Computer Interaction, 18, 47–58. https://doi.org/10.1016/j.ijcci.2018.06.004.
Royal Society (2012). Shut Down or Restart? The way forward for Computing in UK Schools. London: The Royal Society.
Saez-Lopez, J.M., Roman-Gonzalez, M. & Vazquez-Cano, E. (2016). Visual Programming Languages Integrated Across the Curriculum in Elementary School: A Two Year Case Study Using ‘Scratch’ in Five Schools. Computers & Education, 97, 129–41. https://doi.org/10.1016/j.compedu.2016.03.003.
Sarıtepeci, M., & Durak, H. (2017). Analyzing the Effect of Block and Robotic Coding Activities on Computational Thinking in Programming Education. In I. Koleva & G. Duman (Eds.), Educational research and practice, (pp. 464–73). Sofia: St. Kliment Ohridski University Press.
Schweizerische Eidgenossenschaft. (2017). Bericht Über Die Zentralen Rahmenbedingungen Für Die Digitale Wirtschaft. Schweizerische Eidgenossenschaft.
Segredo, E., Miranda, G. León, C. & Santos, A. (2016). Developing Computational Thinking Abilities Instead of Digital Literacy in Primary and Secondary School Students. In Smart Education and e-Learning, (pp. 235–45). https://link.springer.com/chapter/10.1007/978-3-319-39690-3\_21.
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying Computational Thinking. Educational Research Review, 22, 142–58. https://doi.org/10.1016/j.edurev.2017.09.003.
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Published
2022-10-06
How to Cite
Babazadeh, M., & Negrini, L. (2022). How is computational thinking assessed in European K-12 education? A systematic review. International Journal of Computer Science Education in Schools, 5(4), 3–19. https://doi.org/10.21585/ijcses.v5i4.138
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