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ERIC Number: EJ1087341
Record Type: Journal
Publication Date: 2016-Jan
Pages: 29
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0735-6331
An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking
Zhong, Baichang; Wang, Qiyun; Chen, Jie; Li, Yi
Journal of Educational Computing Research, v53 n4 p562-590 Jan 2016
Computational thinking (CT) is a fundamental skill for students, and assessment is a critical factor in education. However, there is a lack of effective approaches to CT assessment. Therefore, we designed the Three-Dimensional Integrated Assessment (TDIA) framework in this article. The TDIA has two aims: one was to integrate three dimensions (directionality, openness, and process) into the design of effective assessment tasks; and the other was to assess comprehensively the three dimensions of CT including computational concepts, practices, and perspectives. Guided by the TDIA framework, we designed three pairs of tasks: closed forward tasks and closed reverse tasks, semiopen forward tasks and semiopen reverse tasks, and open tasks with a creative design report and open tasks without a creative design report. To further confirm each task's applicability and its advantages and disadvantages, we conducted a test experiment at the end of the autumn semester in 2014 in a primary school for 3 weeks. The results indicated that (a) the reverse tasks were not more superior than the forward tasks; (b) the semi-open tasks and the open tasks were more effective than the closed tasks, and the semi-open tasks had higher difficulty and discrimination than the others; (c) the self-reports provided a helpful function for learning diagnosis and guidance; (d) the scores had no significant difference between the schoolboys and the schoolgirls in all six tasks; and (e) the six tasks' difficulty and discrimination were all acceptable, and the semi-open tasks had higher difficulty and discrimination than the others. To effectively apply them, the following suggestions for teachers to design computational tasks are proposed: motivating students' interest and enthusiasm, incorporating semi-finished artifacts, involving learning diagnosis and guidance, and including multiple types of tasks in an assessment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China