Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study

As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment...

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Vydané v:Informatics in education Ročník 18; číslo 1; s. 17 - 39
Hlavní autori: Da Cruz Alves, Nathalia, Gresse von Wangenheim, Christiane, Hauck, Jean Carlo Rossa
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Vilnius Vilniaus Universiteto Leidykla 01.01.2019
Vilnius University Press
Institute of Mathematics and Informatics
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences
Vilnius University
Predmet:
Algorithms
assessment
BASIC (programming language)
block-based visual programming language
code analysis
Competence
Computation
Computational Thinking
Computer programming
Computer Science
Computer Science Education
Computer Software
Course Content
Education
Education and training
Educational activities
Educational Assessment
Educational Facilities Improvement
Educational systems
Educational Technology
Electronic Learning
Elementary Secondary Education
Evaluation
Feedback
Feedback (Response)
Grading
Higher education
Information Architecture
Information Science
K-12 education
Languages
Learning
Learning Activities
Learning Processes
Mapping
Outcomes of Education
Performance Based Assessment
Programming Languages
Students
Summative Evaluation
Teachers
Teaching
Thinking Skills
Visual programming languages
World Problems
code analysis
computational thinking
assessment
blockbased visual programming language
K12 education
ISSN:1648-5831, 2335-8971
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Shrnutí:As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment tools can support teachers with their assessment and grading as well as guide students throughout their learning process. Although being already widely used in higher education, it remains unclear if such approaches exist for K-12 computing education. Thus, in order to obtain an overview, we performed a systematic mapping study. We identified 14 approaches, focusing on the analysis of the code created by the students inferring computational thinking competencies related to algorithms and programming. However, an evident lack of consensus on the assessment criteria and instructional feedback indicates the need for further research to support a wide application of computing education in K-12 schools.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2019.02