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Title: The State of the Field in Computational Thinking Assessment
Authors: Tissenbaum, Mike
Sheldon, Joshua
Sherman, Mark A
Abelson, Hal
Weintrop, David
Jona, Kemi
Horn, Mike
Wilensky, Uri
Basu, Satabdi
Rutstein, Daisy
Snow, Eric
Shear, Linda
Grover, Shuchi
Lee, Irene
Klopfer, Eric
Jayathirtha, Gayithri
Shaw, Mia
kafai, yasmin
Mustafaraj, Eni
Temple, Will
Shapiro, R. Benjamin
Lui, Debora
Sorensen, Clara
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Tissenbaum, M., Sheldon, J., Sherman, M. A., Abelson, H., Weintrop, D., Jona, K., Horn, M., Wilensky, U., Basu, S., Rutstein, D., Snow, E., Shear, L., Grover, S., Lee, I., Klopfer, E., Jayathirtha, G., Shaw, M., kafai, y., Mustafaraj, E., Temple, W., Shapiro, R. B., Lui, D., & Sorensen, C. (2018). The State of the Field in Computational Thinking Assessment. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.
Appears in Collections:ICLS 2018

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