小学一年级儿童计算思维测试的设计与验证

Jorge Hernán Aristizábal Zapata, Julián Esteban Gutiérrez Posada, P. Diago
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引用次数: 0

摘要

计算思维(CT)在计算机科学和教育科学领域都引起了极大的兴趣,因为它描述了在解决问题过程中出现的一系列技能。因此,近年来开发了许多旨在测量计算思维的评估工具。然而,在现有的 CT 测量工具中,很少一部分是专门针对学龄前儿童的,也很少有经过严格验证或可靠性测试的工具。因此,本研究引入了一种用于测量小学低年级计算思维的新工具:儿童计算思维测试(CTTC)。为此,我们在本研究中提供了 CTTC 的设计和验证。CTTC 围绕空间、顺序和逻辑思维构建,包含抽象、分解、模式识别和编码项目,由五个题块组成。验证和标准化过程采用了库德-理查德森统计法(Kuder-Richardson statistic,KR-20)和专家判断法(V-Aiken),以确保一致性。此外,还采用了项目难度指数来衡量 CTTC 中每个问题的难度水平。研究得出结论,CTTC 具有一致性,适合小学教育第一阶段(包括一至三年级)的儿童。
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Design and Validation of a Computational Thinking Test for Children in the First Grades of Elementary Education
Computational thinking (CT) has garnered significant interest in both computer science and education sciences as it delineates a set of skills that emerge during the problem-solving process. Consequently, numerous assessment instruments aimed at measuring CT have been developed in the recent years. However, a scarce part of the existing CT measurement instruments has been dedicated to early school ages, and few have undergone rigorous validation or reliability testing. Therefore, this work introduces a new instrument for measuring CT in the early grades of elementary education: the Computational Thinking Test for Children (CTTC). To this end, in this work, we provide the design and validation of the CTTC, which is constructed around spatial, sequential, and logical thinking and encompasses abstraction, decomposition, pattern recognition, and coding items organized in five question blocks. The validation and standardization process employs the Kuder–Richardson statistic (KR-20) and expert judgment using V-Aiken for consistency. Additionally, item difficulty indices were utilized to gauge the difficulty level of each question in the CTTC. The study concludes that the CTTC demonstrates consistency and suitability for children in the first cycle of primary education (encompassing the first to third grades).
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