Información General

• Autores: David Weintrop (coord.), Daisy Rutstein (coord.), Steven McGee Bienkowski (coord.)
• Editores: Taylor & Francis Group, Routledge, Taylor & Francis Group
• Año de publicación: 2024
• País: Reino Unido
• Idioma: inglés
• ISBN: 9781032555300, 9781032555317, 9781003431152
• Texto completo no disponible (Saber más ...)

Resumen

• This book presents different approaches for answering the question: How do we assess computational thinking? The result is a snapshot of the current state of the field for assessing computational thinking.

  The last decade has seen rapid growth in the presence of computational thinking (CT) in educational contexts. Those working to advance CT argue that the concepts and skills associated with CT are essential to succeed in an increasingly computational world. As a result of these efforts, there has been tremendous growth in curricula, learning environments, and innovations around CT education in K-12 classrooms and beyond. As CT grows in prominence, so too does the need to be able to effectively and equitably assess learners CT abilities. This volume is a collection of chapters pursuing different approaches for answering the question: How do we assess computational thinking? The answers provided span age ranges, formal and informal contexts, conceptual aspects of CT, and varying methodological and evaluative strategies. Collectively, the volume captures the current state of the field for assessing computational thinking and lays the groundwork for future CT assessment innovation.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking

    Jody Clarke-Midura, Deborah Silvis, Jessica F. Shumway, Victor R. Lee, Joseph S. Kozlowski

    págs. 5-28

    

  • Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades

    Brian D. Gane, Maya Israel, Noor Elagha, Wei Yan, Feiya Luo, James W. Pellegrino

    págs. 29-56

    

  • A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades

    Satabdi Basu, Daisy Rutstein, Yuning Xu, Haiwen Wang, Linda Shear

    págs. 57-86

    

  • Assessing computational thinking through the lenses of functionality and computational fluency

    Shari J. Metcalf, Joseph M. Reilly, Soobin Jeon, Annie Wang, Allyson Pyers, Karen Brennan, Chris Dede

    págs. 87-111

    

  • Communicating about computational thinking: understanding affordances of portfolios for assessing high school students’ computational thinking and participation practices

    Gayithri Jayathirtha, Justice Walker, Mia Shaw, Deborah Fields, Debora Lui, Yasmin Kafai

    págs. 112-146

    

  • How do students develop computational thinking?: Assessing early programmers in a maze-based online game

    Mariluz Guenaga Gómez, Andoni Eguíluz, Pablo Garaizar, Juan José Gibaja Martíns

    págs. 147-177

    

  • Assessing computational thinking in libraries

    David Weintrop, Shandra Morehouse, Mega Subramaniam

    págs. 178-200