基于学习轨迹的小学高年级计算思维评估的设计与验证

IF 3 Q1 EDUCATION & EDUCATIONAL RESEARCH Computer Science Education Pub Date : 2021-02-26 DOI:10.1080/08993408.2021.1874221
Brian D. Gane, Maya Israel, Noor Elagha, Wei Yan, Feiya Luo, J. Pellegrino
{"title":"基于学习轨迹的小学高年级计算思维评估的设计与验证","authors":"Brian D. Gane, Maya Israel, Noor Elagha, Wei Yan, Feiya Luo, J. Pellegrino","doi":"10.1080/08993408.2021.1874221","DOIUrl":null,"url":null,"abstract":"ABSTRACT Background & Context: We describe the rationale, design, and initial validation of computational thinking (CT) assessments to pair with curricular lessons that integrate fractions and CT. Objective: We used cognitive models of CT (learning trajectories; LTs) to design assessments and obtained evidence to support a validity argument Method: We used the LTs and evidence-centered design to develop assessments that 144 Grade 3 and Grade 4 elementary students completed following the integrated instruction. We analyzed data using multiple psychometric approaches. Findings: The design approach and data analysis suggest that the assessments are well-suited to evaluate students’ CT knowledge, skills and abilities across multiple LTs. Implications: We show how to use LTs to design assessments that can yield valid inferences about students’ CT competencies; these methods can be adopted and extended by others to create additional assessments that can advance computer science education.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1874221","citationCount":"13","resultStr":"{\"title\":\"Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades\",\"authors\":\"Brian D. Gane, Maya Israel, Noor Elagha, Wei Yan, Feiya Luo, J. Pellegrino\",\"doi\":\"10.1080/08993408.2021.1874221\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Background & Context: We describe the rationale, design, and initial validation of computational thinking (CT) assessments to pair with curricular lessons that integrate fractions and CT. Objective: We used cognitive models of CT (learning trajectories; LTs) to design assessments and obtained evidence to support a validity argument Method: We used the LTs and evidence-centered design to develop assessments that 144 Grade 3 and Grade 4 elementary students completed following the integrated instruction. We analyzed data using multiple psychometric approaches. Findings: The design approach and data analysis suggest that the assessments are well-suited to evaluate students’ CT knowledge, skills and abilities across multiple LTs. Implications: We show how to use LTs to design assessments that can yield valid inferences about students’ CT competencies; these methods can be adopted and extended by others to create additional assessments that can advance computer science education.\",\"PeriodicalId\":45844,\"journal\":{\"name\":\"Computer Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2021-02-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/08993408.2021.1874221\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computer Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08993408.2021.1874221\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computer Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08993408.2021.1874221","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 13

摘要

摘要背景和背景:我们描述了计算思维(CT)评估的基本原理、设计和初步验证,以与整合分数和CT的课程相结合。目的:我们使用CT(学习轨迹;LTs)的认知模型来设计评估,并获得支持有效性论点的证据。方法:我们使用LTs和以证据为中心的设计来开发144名三年级和四年级小学生在综合教学后完成的评估。我们使用多种心理测量方法分析数据。研究结果:设计方法和数据分析表明,这些评估非常适合评估学生在多个LT中的CT知识、技能和能力。启示:我们展示了如何使用LT来设计评估,从而对学生的CT能力产生有效的推断;这些方法可以被其他人采用和扩展,以创建额外的评估,从而推进计算机科学教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades
ABSTRACT Background & Context: We describe the rationale, design, and initial validation of computational thinking (CT) assessments to pair with curricular lessons that integrate fractions and CT. Objective: We used cognitive models of CT (learning trajectories; LTs) to design assessments and obtained evidence to support a validity argument Method: We used the LTs and evidence-centered design to develop assessments that 144 Grade 3 and Grade 4 elementary students completed following the integrated instruction. We analyzed data using multiple psychometric approaches. Findings: The design approach and data analysis suggest that the assessments are well-suited to evaluate students’ CT knowledge, skills and abilities across multiple LTs. Implications: We show how to use LTs to design assessments that can yield valid inferences about students’ CT competencies; these methods can be adopted and extended by others to create additional assessments that can advance computer science education.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Computer Science Education
Computer Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.70%
发文量
23
期刊介绍: Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.
期刊最新文献
“These two worlds are antithetical”: epistemic tensions in integrating computational thinking in K12 humanities and arts Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire Epistemic practices in conceptions of computer science The use of makerspaces for the development of computational thinking skills and dispositions: pedagogical practices facilitators use Teachers’ understanding of assessing computational thinking
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1