Identifying and Assessing Computational Thinking Practices

Abstract

Informal programs that allow students to be digital creators appeal to educators who want students to experiment, innovate, and solve problems. To integrate such experiences into formal contexts, educators must name, capture, and assess what students learn from creating in ways that schools value. This poster presents resources to help teachers understand what computational thinking practices look like, how to collect student work that demonstrates those practices, and how to assess that kind of work.