Publicación:
Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners' CT test (BCTt) and the competent CT test (cCTt)

Vista sencilla de ítem
dc.contributor.authorEl-Hamamsy, Laila
dc.contributor.authorZapata Cáceres, María
dc.contributor.authorMarcelino, Pedro
dc.contributor.authorDehler Zu􀀀erey, Jessica
dc.contributor.authorMartín Barroso, Estefanía
dc.contributor.authorRomán González, Marcos
dc.date.accessioned2026-01-12T12:14:09Z
dc.date.available2026-01-12T12:14:09Z
dc.date.issued2022-12-12
dc.descriptionThe registered version of this article, first published in “Frontiers in Psychology, 13:1082659.", is available online at the publisher's website: https://doi.org/10.3389/FPSYG.2022.1082659
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “Frontiers in Psychology, 13:1082659", está disponible en línea en el sitio web del editor: https://doi.org/10.3389/FPSYG.2022.1082659
dc.description.abstractIntroduction: With the increasing amount of research around Computational Thinking (CT) and endeavors introducing CT into curricula worldwide, assessing CT at all levels of formal education is of utmost importance to ensure that CT-related learning objectives are met. This has contributed to a progressive increase in the number of validated and reliable CT assessments for K-12, including primary school. Researchers and practitioners are thus required to choose among multiple instruments, often overlapping in their age validity. Methods: In this study, we compare the psychometric properties of two of these instruments: the Beginners' CT test (BCTt), developed for grades 1–6, and the competent CT test (cCTt), validated for grades 3–4. Classical Test Theory and Item Response Theory (IRT) were employed on data acquired from 575 students in grades 3–4 to compare the properties of the two instruments and refine the limits of their validity. Results: The findings (i) establish the detailed psychometric properties of the BCTt in grades 3–4 for the first time, and (ii) through a comparison with students from the same country, indicate that the cCTt should be preferred for grades 3–4 as the cCTt is able to discriminate between students of low and medium ability. Conversely, while the BCTt, which is easier, shows a ceiling effect, it is better suited to discriminate between students in the low ability range. For these grades, the BCTt can thus be employed as a screening mechanism to identify low ability students. Discussion: In addition to providing recomendations for use of these instruments, the findings highlight the importance of comparing the psychometric properties of existing assessments, so that researchers and practitioners, including teachers and policy makers involved in digital education curricular reforms, may take informed decisions when selecting assessments.en
dc.description.provenanceMade available in DSpace on 2026-01-12T12:14:09Z (GMT). No. of bitstreams: 1 Comparing_Psychometric__MARCOS ROMAN GONZALEZ.pdf: 2161123 bytes, checksum: 3b85dcab7b713a4ca9d62754f548964c (MD5) Previous issue date: 2022-12-12en
dc.description.sponsorshipThis work was supported by (i) the NCCR Robotics, a National Centre of Competence in Research, funded by the Swiss National Science Foundation (grant number 51NF40_185543), (ii) the Madrid Regional Government through the project e-Madrid-CM (P2018/TCS-4307) which is co-financed by the Structural Funds (FSE and FEDER), and (iii) the Fundação Calouste Gulbenkian (Gulbenkian Programme for Knowledge).en
dc.description.versionversión publicada
dc.identifier.citationEl-Hamamsy, L., Zapata-Cáceres, M., Marcelino, P., Bruno, B., Dehler Zufferey, J., Martín-Barroso, E., & Román-González, M. (2022). Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners” CT test (BCTt) and the competent CT test (cCTt). Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.1082659
dc.identifier.doihttps://doi.org/10.3389/FPSYG.2022.1082659
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14468/31357
dc.journal.titleFrontiers in Psychology
dc.journal.volume13
dc.language.isoen
dc.publisherFrontiers Media
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.relation.projectidinfo:eu-repo/grantAgreement/CM/Proyecto eMadrid: Investigación y Desarrollo de Tecnologías Educativas en la Comunidad de Madrid/P2018-TCS-4307
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject5801 Teoría y métodos educativos
dc.subject.keywordsComputational thinkingen
dc.subject.keywordsassessmenten
dc.subject.keywordsprimary schoolen
dc.subject.keywordsvalidationen
dc.subject.keywordsdevelopmental appropriatenessen
dc.subject.keywordspsychometricsen
dc.titleComparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners' CT test (BCTt) and the competent CT test (cCTt)en
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationf326c028-97b6-4d2b-bfdf-25491ee66c8a
relation.isAuthorOfPublication.latestForDiscoveryf326c028-97b6-4d2b-bfdf-25491ee66c8a
Archivos
Bloque original
Mostrando 1 - 1 de 1
Miniatura
Nombre:
Comparing_Psychometric__MARCOS ROMAN GONZALEZ.pdf
Tamaño:
2.06 MB
Formato:
Adobe Portable Document Format
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
3.62 KB
Formato:
Item-specific license agreed to upon submission
Descripción:
Descargar
Colecciones
Artículos y papers