In this paper, an application of open-ended textual feedback is presented as a tool to evaluate the perceptions and needs of teachers tasked with implementing computational thinking in the K-12 curriculum. Semantic analysis tools, including sentiment analysis and thematic analysis, facilitated the identification of common themes in openended textual feedback. Results show that semantic analysis techniques can be useful in evaluating formative assessment data or open-ended feedback to discover response patterns, which may aid in determining actionable insights related to adult learner perceptions, interests, and self-efficacy. Formative assessment data were collected from a unique professional development workshop to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans for grades 3-8 teachers in a rural midwestern state in the USA to promote computational thinking and curriculum integration in core subjects, including writing, math, science, and social studies, with the goal of discovering the barriers that rural teachers face in developing and implementing lesson plans.