CAT (Custom Assessment Tool): Assisting Teachers in Assessing the Learning of Computational Thinking

• Eder Jacques Porfírio Farias Federal University of Ceará
• Windson Viana de Carvalho Federal University of Ceará http://orcid.org/0000-0002-8627-0823
• Alysson Diniz dos Santos Federal University of Ceará
• Jacqueline Ramos Macedo Antunes de Souza Federal University of Ceará

DOI: https://doi.org/10.5753/educomp_estendido.2022.19410

Abstract

This paper presents a proposal for a doctoral thesis whose main objective is the development and evaluation of a platform to assist teachers in setting up evaluation scripts for the learning of Computational Thinking (CP). The assessment instrument provided by the tool will be comprehensive enough to be used by teachers and/or students during assessment (or self-assessment) at three levels (Diagnostic, Formative and Summative). The idea is that the generated instrument addresses the four dimensions of the PC and will be built following the approach proposed by Stufflebeam (1960) known as CIPP (Context, Input, Process, Product). We intend to evaluate whether the use of this platform can make teachers able to understand and carry out the evaluation of PC learning in an adequate and comprehensive way. We hope that the development of this work can contribute decisively to the way in which teachers carry out the assessment of the skills that make up the CT, thus helping to consolidate it as an essential competence to be developed by the contemporary citizen.

Keywords: Computing education, Computational Thinking, Learning Assessment

References

Gavin Ambrose and Paul Harris. 2016. Design thinking: Coleção design básico. Bookman Editora.

Valerie Barr and Chris Stephenson. 2011. Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? Acm Inroads 2, 1, 48–54.

Rafael Castoldi and Celso Aparecido Polinarski. 2009. A utilização de recursos didático-pedagógicos na motivação da aprendizagem. I Simpósio Nacional de Ensino de Ciência e Tecnologia 684.

Lucas de Lima Sousa, Eder Jacques Farias, and Windson Viana de Carvalho. 2020. Programação em Blocos Aplicada no Ensino do Pensamento Computacional: Um Mapeamento Sistemático. In Anais do XXXI Simpósio Brasileiro de Informática na Educação. SBC, 1513–1522.

Eder Jacques Farias, Windson Viana de Carvalho, Maria Elisa Gomes de Matos, George Rodrigues, Jerry Macedo Castro, and Alysson Diniz dos Santos. 2020. Pensamento Computacional e a Ação Computacional por Ensino Remoto: Um relato de experiência de uso do AppInventor em meio a pandemia de COVID-19. In Anais do XXXI Simpósio Brasileiro de Informática na Educação. SBC, 1523–1532.

Rozelma França and Patrícia Tedesco. 2017. Pensamento computacional sob a perspectiva de licenciandos em computação. In Anais do Workshop de Informática na Escola, Vol. 23. 795–804.

Anabela Jesus Gomes and António José Mendes. 2015. À procura de um contexto para apoiar a aprendizagem inicial de programação. Educação, Formação & Tecnologias-ISSN 1646-933X 8, 1, 13–27.

Luisa Greifenstein. 2021. Effective Feedback on Elementary School Scratch Programs. In Proceedings of the 17th ACM Conference on International Computing Education Research. 417–418.

Ruohan Liu, Feiya Luo, and Maya Israel. 2021. What Do We Know about Assessing Computational Thinking? A New Methodological Perspective from the Literature. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1. 269–275.

Mariano Pimentel, Denise Filippo, and Flávia Maria Santoro. 2019. Design Science Research: fazendo pesquisas científicas rigorosas atreladas ao desenvolvimento de artefatos computacionais projetados para a educação. Metodologia de Pesquisa em Informática na Educação: Concepção da Pesquisa. Porto Alegre: SBC

Marcos Román-González, Jesús Moreno-León, and Gregorio Robles. 2019. Combining assessment tools for a comprehensive evaluation of computational thinking interventions. In Computational thinking education. Springer, Singapore, 79–98.

Marcos Román-González, Juan-Carlos Pérez-González, and Carmen JiménezFernández. 2017. Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior 72, 678–691.

Daniel L Stufflebeam. 1983. The CIPP model for program evaluation. In Evaluation models. Springer, 117–141.

Mike Tissenbaum, Josh Sheldon, and Hal Abelson. 2019. From computational thinking to computational action. Commun. ACM 62, 3, 34–36.

Arto Vihavainen, Matti Paksula, and Matti Luukkainen. 2011. Extreme apprenticeship method in teaching programming for beginners. In Proceedings of the 42nd ACM technical symposium on Computer science education. 93–98.

Christiane Gresse Von Wangenheim, Jean CR Hauck, Matheus Faustino Demetrio, Rafael Pelle, Nathalia da Cruz Alves, Heliziane Barbosa, and Luiz Felipe Azevedo. 2018. CodeMaster–Automatic Assessment and Grading of App Inventor and Snap! Programs. Informatics in Education 17, 1, 117–150.

Jeannette M Wing and Dan Stanzione. 2016. Progress in computational thinking, and expanding the HPC community. Commun. ACM 59, 7, 10–11.