The Coding Stages Assessment: development and validation of an instrument for assessing young children's proficiency in the ScratchJr programming language

Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Developing and validating a new instrument for assessing y...

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Vydáno v:Computer science education Ročník 32; číslo 4; s. 388 - 417
Hlavní autoři: de Ruiter, Laura E., Bers, Marina U.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Norwood Routledge 02.10.2022
Taylor & Francis Ltd
Témata:
Age Differences
assessment
Children
Classical test theory
Coding
computational thinking
Computer Science Education
Computer Software
Construct Validity
Correlation
Curricula
Curriculum Evaluation
design-based research
Elementary School Students
Evaluation
Gender Differences
Grade 1
Guidelines
Item Response Theory
Iterative methods
Language Proficiency
Learning
Learning Theories
Outcomes of Education
Programming Languages
Scores
ScratchJr
Technological Literacy
Test Reliability
Test Validity
Tests
Thinking Skills
Young Children
ISSN:0899-3408, 1744-5175
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Abstract Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Developing and validating a new instrument for assessing young children's proficiency in the programming language ScratchJr, based on the Coding Stages framework. We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children's technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment's psychometric properties. The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.
AbstractList Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Developing and validating a new instrument for assessing young children's proficiency in the programming language ScratchJr, based on the Coding Stages framework. We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children's technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment's psychometric properties. The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.
Background and ContextDespite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula.ObjectiveDeveloping and validating a new instrument for assessing young children’s proficiency in the programming language ScratchJr, based on the Coding Stages framework.MethodWe used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children’s technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment’s psychometric properties.FindingsThe CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias.ImplicationsThe CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.
Background and Context: Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This impedes studying learning outcomes and the development and evaluation of curricula. Objective: Developing and validating a new instrument for assessing young children's proficiency in the programming language ScratchJr, based on the Coding Stages framework. Method: We used an iterative, design-based research approach to develop the Coding Stages Assessment (CSA), a one-on-one assessment capturing children's technical skills and expressivity. We tested 118 five-to-eight-year-olds and used Classical Test Theory and Item Response Theory to evaluate the assessment's psychometric properties. Findings: The CSA has good to very good reliability. CSA scores were correlated with computational thinking ability, demonstrating construct validity. The items have good discrimination levels, and a variety of difficulty levels to capture different proficiency levels. Younger children tended to have lower scores, but even first graders can achieve the highest coding stage. There was no evidence of gender or age bias. Implications: The CSA allows testing learning theories and curricula, which supports the implementation of Computer Science as a school subject. The successful remote administration demonstrates that it can be used without geographical restrictions.
Audience Elementary Education
Author Bers, Marina U.
de Ruiter, Laura E.
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Snippet Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for young children. This...
Background and Context: Despite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities...
Background and ContextDespite the increasing implementation of coding in early curricula, there are few valid and reliable assessments of coding abilities for...
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SubjectTerms Age Differences
assessment
Children
Classical test theory
Coding
computational thinking
Computer Science Education
Computer Software
Construct Validity
Correlation
Curricula
Curriculum Evaluation
design-based research
Elementary School Students
Evaluation
Gender Differences
Grade 1
Guidelines
Item Response Theory
Iterative methods
Language Proficiency
Learning
Learning Theories
Outcomes of Education
Programming Languages
Scores
ScratchJr
Technological Literacy
Test Reliability
Test Validity
Tests
Thinking Skills
Young Children
Title The Coding Stages Assessment: development and validation of an instrument for assessing young children's proficiency in the ScratchJr programming language
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