Please use this identifier to cite or link to this item:
Improving classroom teaching
Programming and programming languages
Computational thinking, Assessment
Zhong, B., Wang, Q., Chen, J., & Li, Y. (2016). An exploration of three-dimensional integrated assessment for computational thinking. Journal of Educational Computing Research, 53(4), 562–590. http://dx.doi.org/10.1177/0735633115608444
Computational thinking (CT) is a fundamental skill for students, and assessment is a critical factor CT 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 paper. 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, semi-open forward tasks and semi-open 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 three weeks. The results indicated: (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, 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.
This is the final draft, after peer-review, of a manuscript published in Journal of Educational Computing Research, 53. The published version is available online at http://dx.doi.org/10.1177/0735633115608444
|Appears in Collections:||Journal Articles|
Show full item record
Page view(s) 10119
checked on Jun 18, 2019
checked on Jun 18, 2019
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.