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Title: Identifying and Assessing Computational Thinking Practices
Authors: Martin, Wendy
Brennan, Karen
Tally, William
Cervantes, Francisco
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Martin, W., Brennan, K., Tally, W., & Cervantes, F. (2014). Identifying and Assessing Computational Thinking Practices. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1559-1560.
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.
Appears in Collections:ICLS2014

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