Preparing Teachers to Capture and Assess Evidence of Computational Thinking

ID: 55315 Type: Brief Paper
  1. Kevin Oliver and Jennifer Houchins, North Carolina State University, United States

Thursday, June 27 10:45 AM-11:45 AM Location: De Dam 1 View on map

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As computational thinking (CT) approaches filter into teacher education and schools, teachers should be educated about CT and its underlying competencies (e.g., decomposition, abstraction, algorithmic thinking) to inform appropriate assessments. Teachers benefit from opportunities to synthesize appropriate competencies across popular frameworks and reflect on where CT processes may already be found in specific curricula, particularly for non-STEM disciplines where connections are under-examined (e.g., summarizing main ideas in texts as “abstraction” in literacy instruction, researching and charting causes leading to historical events as “algorithmic thinking” in history instruction). With an understanding of how their content and pedagogical approaches support CT, teachers can select appropriate methods to assess particular competencies. In this paper presented as part of a broader symposium on "Computational Thinking in Education," we share examples of different assessment methods for capturing CT as implemented in other's work and our own work in an informal after-school makerspace (i.e., CT tests, computational and physical artifacts, self-reflective written and video-recorded project documentation, and observation).

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