{"title":"利用文本编程建立大学生计算思维评估模型","authors":"Wei Zhang, Xinyao Zeng, Lingling Song","doi":"10.1007/s10639-024-12872-z","DOIUrl":null,"url":null,"abstract":"<p>Computational thinking (CT) assessment is crucial for testing the effectiveness of CT skills development. However, the exploration of CT assessment in the context of text-based programming is in its initial stages. The intrinsic relationship between the core skills of text-based programming and the core elements of CT isn’t analyzed in depth in the CT assessment. This shortfall hinders the construction of a more scientific and effective CT assessment model for evaluating college students’ CT skills. In this paper, we established the mapping relationship between the core skills of text-based programming and the core elements of CT through a comprehensive analysis and reasoned arguments, and proposed a CT assessment model that includes a parsing layer, a mapping layer, and a measurement layer. The parsing layer is designed to extract implicit programming skills from the program code. The mapping layer aligns the programming skills with the core elements of CT based on predefined mapping rules. The measurement layer processes data from the mapping layer using normalization methods to derive CT assessment results. In the final analysis, 52 college students’ CT skills and sample code were analyzed through text-based programming tasks. The CT assessment results, subjected to the test analysis, revealed that the consistency test ICC coefficient was 0.684 (95% CI: 0.507 ~ 0.806) and the Pearson correlation coefficient was 0.845. This indicates that the proposed assessment model in this paper is applicable for evaluating college students’ CT skills, and the assessment results exhibit high scientific validity and credibility. This study can serve as a valuable reference for researching the relationship between programming behavior and CT skills.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Towards an assessment model of college students’ computational thinking with text-based programming\",\"authors\":\"Wei Zhang, Xinyao Zeng, Lingling Song\",\"doi\":\"10.1007/s10639-024-12872-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Computational thinking (CT) assessment is crucial for testing the effectiveness of CT skills development. However, the exploration of CT assessment in the context of text-based programming is in its initial stages. The intrinsic relationship between the core skills of text-based programming and the core elements of CT isn’t analyzed in depth in the CT assessment. This shortfall hinders the construction of a more scientific and effective CT assessment model for evaluating college students’ CT skills. In this paper, we established the mapping relationship between the core skills of text-based programming and the core elements of CT through a comprehensive analysis and reasoned arguments, and proposed a CT assessment model that includes a parsing layer, a mapping layer, and a measurement layer. The parsing layer is designed to extract implicit programming skills from the program code. The mapping layer aligns the programming skills with the core elements of CT based on predefined mapping rules. The measurement layer processes data from the mapping layer using normalization methods to derive CT assessment results. In the final analysis, 52 college students’ CT skills and sample code were analyzed through text-based programming tasks. The CT assessment results, subjected to the test analysis, revealed that the consistency test ICC coefficient was 0.684 (95% CI: 0.507 ~ 0.806) and the Pearson correlation coefficient was 0.845. This indicates that the proposed assessment model in this paper is applicable for evaluating college students’ CT skills, and the assessment results exhibit high scientific validity and credibility. This study can serve as a valuable reference for researching the relationship between programming behavior and CT skills.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12872-z\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12872-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Towards an assessment model of college students’ computational thinking with text-based programming
Computational thinking (CT) assessment is crucial for testing the effectiveness of CT skills development. However, the exploration of CT assessment in the context of text-based programming is in its initial stages. The intrinsic relationship between the core skills of text-based programming and the core elements of CT isn’t analyzed in depth in the CT assessment. This shortfall hinders the construction of a more scientific and effective CT assessment model for evaluating college students’ CT skills. In this paper, we established the mapping relationship between the core skills of text-based programming and the core elements of CT through a comprehensive analysis and reasoned arguments, and proposed a CT assessment model that includes a parsing layer, a mapping layer, and a measurement layer. The parsing layer is designed to extract implicit programming skills from the program code. The mapping layer aligns the programming skills with the core elements of CT based on predefined mapping rules. The measurement layer processes data from the mapping layer using normalization methods to derive CT assessment results. In the final analysis, 52 college students’ CT skills and sample code were analyzed through text-based programming tasks. The CT assessment results, subjected to the test analysis, revealed that the consistency test ICC coefficient was 0.684 (95% CI: 0.507 ~ 0.806) and the Pearson correlation coefficient was 0.845. This indicates that the proposed assessment model in this paper is applicable for evaluating college students’ CT skills, and the assessment results exhibit high scientific validity and credibility. This study can serve as a valuable reference for researching the relationship between programming behavior and CT skills.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.