Cargando...
Fecha
2023-06-01
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Springer
Citas
Resumen
Computational thinking (CT) is an important 21st-century skill. This paper aims at more useful CT assessment. Available evaluation instruments are reviewed; two generally accepted CT evaluation tools are selected for a comprehensive CT assessment: the CTt, a performance test, and the CTS, a self-assessment instrument. The sample comprises 202 high school students from German-speaking Switzerland. Concerning the CTt, Rasch-scalability is demonstrated. Utilizing the approach of the PISA studies, proficiency levels are formed that comprise tasks with specific characteristics that students are systematically able to master. This could help teachers to offer individual support to their students. In terms of the CTS, the original version is refined using confirmatory factor and measurement-invariance analysis. A latent profile analysis yielded four profiles, two of which are of particular interest. One profile comprises students with, on the one hand, moderate to high creative thinking ability, cooperativity, and critical thinking skills and, on the other hand, low algorithmic thinking ability. The second remarkable profile consists of students with particularly low cooperativity. Based on these strength and weakness profiles, teachers could offer support tailored to student needs.
Descripción
The registered version of this article, first published in “Tech Know Learn 28, 2023", is available online at the publisher's website: Springer, https://doi.org/10.1007/S10758-021-09587-2
La versión registrada de este artículo, publicado por primera vez en “Tech Know Learn 28, 2023", está disponible en línea en el sitio web del editor: Springer, https://doi.org/10.1007/S10758-021-09587-2
La versión registrada de este artículo, publicado por primera vez en “Tech Know Learn 28, 2023", está disponible en línea en el sitio web del editor: Springer, https://doi.org/10.1007/S10758-021-09587-2
Categorías UNESCO
Palabras clave
computational thinking, performance test, item response theory, latent profile analysis, person-centered assessment, proficiency level model
Citación
Guggemos, J., Seufert, S. & Román-González, M. Computational Thinking Assessment – Towards More Vivid Interpretations. Tech Know Learn 28, 539–568 (2023). https://doi.org/10.1007/s10758-021-09587-2
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I