Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6686
Title: Reflection as Formative Assessment of Computational Thinking in Elementary Grades
Authors: Nguyen, Ha
Garcia, Leiny
Jacob, Sharin
Richardson, Debra
Warschauer, Mark
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Nguyen, H., Garcia, L., Jacob, S., Richardson, D., & Warschauer, M. (2020). Reflection as Formative Assessment of Computational Thinking in Elementary Grades. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 525-528). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Capturing how students develop computational thinking is critical to integrating computer science education into school settings. This paper examines the use of Flipgrid, a student-facing video platform, to invite students to reflect on their programming artifacts and document their computing language and practices. Data sources include 63 reflection videos and 41 programming projects in two fourth grade classes. We apply discourse analysis and find that student displayed enriched discourse in vocabulary and practices, but not CS concepts, in response to explicit prompts. Frequencies of vocabulary use and connection to programming narratives in reflections were strongly correlated with programming artifact scores (overall score; sub-scores in user interactivity, mechanics, and computer science constructs). We discuss implications for leveraging reflection tools in computer science instruction in K-12 classrooms.
URI: https://doi.dx.org/10.22318/icls2020.525
https://repository.isls.org//handle/1/6686
Appears in Collections:ICLS 2020

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