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ERIC Number: EJ1462024
Record Type: Journal
Publication Date: 2024
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2513-8359
Available Date: 0000-00-00
Computational Thinking Assessment in Primary and Secondary Education: A Meta-Synthesis of Tools, Methods and Pedagogical Approaches
Sanna Forsström; Melissa Bond
International Journal of Computer Science Education in Schools, v6 n4 2024
Despite the widespread adoption of computational thinking (CT) across educational levels, challenges persist in its assessment due to diverse definitions, frameworks, and practical applications in classroom settings. This meta-synthesis investigates the assessment of computational thinking (CT) in primary and secondary education, synthesising evidence from 12 reviews across five international databases, focusing on tools, methods, and pedagogical practices employed in assessing CT, with the aim to outline practical approaches for evaluating CT components. The review delves into the primary focuses of these syntheses, the CT skills and components assessed, and the methods and tools utilised, identifying gaps in current practices. The findings highlight a prevalent focus on programming skills, with less emphasis on cognitive processes and collaborative aspects of CT. The synthesis also points to the need for developing assessment tools and methods that encompass the broader spectrum of CT skills, suggesting avenues for future research and practical application in educational settings.
International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A