Assessment of Computational Thinking in K-12 Context: Educational Practices, Limits and Possibilities - A Systematic Mapping Study

Lúcia Martins-Pacheco, Christiane von Wangenheim, Nathalia Alves

Abstract

The computational thinking (CT) concept has been the basis for several studies in the K-12 educational context. However, there are many questions that need to be deepened to attend K-12 educational demands. One great challenge is concerning assessment. Aiming to contribute to understanding this issue we present a systematic mapping study. We found 46 articles that approach assessment in this context, and we extract this information. The vast majority are recent publications, there is no consensus in CT characteristics, block-based languages are the most commonly used tool, instruments for assessment that are more used are pre and post-tests/questionnaires/surveys; samples sizes are usually small, and there is some psychometric rigor in just a few studies. Generally, the CT approaches were an isolated course or application, and their length of time was very different. Pedagogical foundations concerning the cognitive development stages and principles of knowledge structuration were rare. In addition, questions as “what has to be taught to the youngster?” and “how to teach and to assess in alignment with K-12 goals?” were not appropriately answered. Therefore, there are many research opportunities for the further development of this field.

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Paper Citation


in Harvard Style

Martins-Pacheco L., von Wangenheim C. and Alves N. (2019). Assessment of Computational Thinking in K-12 Context: Educational Practices, Limits and Possibilities - A Systematic Mapping Study.In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-367-4, pages 292-303. DOI: 10.5220/0007738102920303


in Bibtex Style

@conference{csedu19,
author={Lúcia Martins-Pacheco and Christiane von Wangenheim and Nathalia Alves},
title={Assessment of Computational Thinking in K-12 Context: Educational Practices, Limits and Possibilities - A Systematic Mapping Study},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2019},
pages={292-303},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007738102920303},
isbn={978-989-758-367-4},
}


in EndNote Style

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Assessment of Computational Thinking in K-12 Context: Educational Practices, Limits and Possibilities - A Systematic Mapping Study
SN - 978-989-758-367-4
AU - Martins-Pacheco L.
AU - von Wangenheim C.
AU - Alves N.
PY - 2019
SP - 292
EP - 303
DO - 10.5220/0007738102920303