Computational thinking (CT) is widely recognized as a fundamental skill in the information age. However, within the context of Chinese early childhood education (ECE), CT remains underrepresented, with a notable gap in the availability of developmentally appropriate and rigorously validated assessment tools designed specifically for…

Computational thinking (CT) is regarded as a valuable skill set for the students of the 21st century, fostering problem-solving skills applicable to academic disciplines and everyday problems. Assessing CT involves evaluating the development of its concepts, practices, and perspectives. However, establishing comprehensive and validated assessments…

In this study, it was aimed to translate and adapt the Computational Thinking Multidimensional Test (CTMT) developed by Kang et al. (2023) into Turkish and to investigate its psychometric qualities with Turkish university students. Following the translation procedures of the CTMT with 12 multiple-choice questions developed based on real-life…

Background/purpose: This study aimed to investigate the differences among the equations used in estimating the reliability coefficient using the half-split method. These equations demonstrate Spearman-Brown's, Rulon's, Guttman's, Mosier's, Flanagan's, and Horst's. Materials/methods: The study instrument was a 43-item scale for evaluating the…

In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers' CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers' mastery level of their…

Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable…

Estimation skills matters most for both daily life and mathematics education. Teachers have great responsibilities in helping students acquire estimation skills. In this context, it can be said that investigating the pre-service teachers' sense of efficacy about their estimation skills deems important. In this regard, in this study, it was aimed…

Computational thinking (CT) in young children has recently gained attention. This study verified the applicability of the Korean version of the Bebras cards and TACTIC-KIBO in measuring CT among young children in South Korea. A total of 450 children responded to the Bebras cards, TACTIC-KIBO, and Early Numeracy tasks that were used for the…

This research aims to develop a reliable and valid scale to determine middle school students' self-efficacy about estimation skills. In addition, with the developed scale, the estimation skill self-efficacy of middle school students was examined in terms of various variables. For these purposes, a draft scale of 40 items was developed by reviewing…

In recent years, computational thinking has been considered as one of the 21st century skills that all students should have. Researchers emphasize the importance of determining and developing students' computational thinking levels from the earliest possible age. However, no measurement tool has been found in the literature that aims to reveal the…

The purpose of this study was to adapt the computational thinking scale developed by Tsai, Liang and Hsu (2021) into Turkish in order to determine the computational thinking skill levels of secondary school students according to such basic elements defined by Selby and Woollard (2013) as abstraction, decomposition, algorithmic thinking, evaluation…

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly…

Computational thinking (CT) is an emerging and multifaceted competence important to the computing era. However, despite the growing consensus that CT is a competence domain, its theoretical and empirical account remain scarce in the current literature. To address this issue, rigorous psychometric evaluation procedures were adopted to investigate…

The introduction of computing education into curricula worldwide requires multi-year assessments to evaluate the long-term impact on learning. However, no single Computational Thinking (CT) assessment spans primary school, and no group of CT assessments provides a means of transitioning between instruments. This study therefore investigated…

This study aimed to develop the Computational Thinking Test for Elementary School Students (CTT-ES) to assess young children's CT competencies in non-programming contexts and also examine the relationship between CT competencies and CT dispositions. A survey including a pool of CTT-ES candidate items and the Computational Thinking Scale (CTS) was…