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|Title:||Developing Computational Thinking Assessments for Elementary Students: Connecting Cognition, Observation, and Interpretation|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gane, B., Elagha, N., Luo, F., Liu, R., Yan, W., Strickland, C., Franklin, D., Rich, K., Pellegrino, J., & Israel, M. (2020). Developing Computational Thinking Assessments for Elementary Students: Connecting Cognition, Observation, and Interpretation. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1781-1782). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||We developed Computational Thinking (CT) assessments to pair with a curriculum that integrates CT into mathematics, based on CT learning trajectories. We used the assessment triangle to build a validity argument, supported by our evidence-centered design process and preliminary analysis of pilot data. Elementary students completed assessments after receiving instruction that integrated CT into fraction lessons. Data analysis using CTT and IRT procedures suggest items are suited for a range of CT learners.|
|Appears in Collections:||ICLS 2020|
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