Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8639
Title: Validating a Code-Free Computational Thinking Assessment for Elementary School Students: Preliminary Results
Authors: Rachmatullah, Arif
Tate, Carol
Beesley, Andrea
Levin-Guracar, Elise
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Rachmatullah, A., Tate, C., Beesley, A., & Levin-Guracar, E. (2022). Validating a code-free computational thinking assessment for elementary school students: Preliminary results. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1914-1915). International Society of the Learning Sciences.
Abstract: Computational thinking (CT) assessments are increasingly available, but it is still challenging to measure the impact of CT interventions. Assessments employing the same coding context as the intervention confer an advantage to treatment students, and possibly also to comparison group students with prior coding experience. Here we report initial findings of our effort to validate a CT assessment without a coding context and to account for prior coding experience in the validation process.
Description: Poster
URI: https://dx.doi.org/10.22318/icls2022.1914
https://repository.isls.org//handle/1/8639
Appears in Collections:ISLS Annual Meeting 2022

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