The purpose of this study was to evaluate student understanding and application of computational thinking patterns to novel situations. Over 500 students, who had just designed and programmed a Frogger-style game using the AgentSheets platform, responded to a newly developed video-prompt survey instrument administered in the Fall 2010 semester. The students watched video clips and were asked if and how the content of the video was related to the computer game they had just created. Open-ended responses collected from the survey were analyzed and coded for six pre-defined computational thinking patterns. The percent match between student responses and expert responses varied by question, ranging from approximately 35% to 75%. Utilizing alternate definitions of transfer, and the principles of grounded theory, new computational thinking patterns emerged from the student responses. These methods will be utilized in subsequent analysis of data collected from students after they have designed and created other games and STEM simulations. The newly emerging patterns will inform further research into computational thinking. (Contains 3 charts and 4 tables)