Assessing computational thinking across a STEM curriculum for pre-service teachers

Rachel F. Adler, Joseph Hibdon, Hanna Kim, Scott Mayle, Brittany Pines, Sudha Srinivas

Research output: Contribution to journalArticlepeer-review

Abstract

In order to assess computational thinking (CT) modules embedded into multiple STEM courses for educators, we created a CT rubric which incorporates key CT components using Bloom’s Taxonomy. We implemented the rubric in four different courses in our pre-service STEM education program for elementary and middle school teachers. We analyzed our rubric results in addition to a pre- and post-survey gauging students’ CT skills using the same rubric items. Our rubric results show that students scored well after completing our modules with over 90% in proficiency or high proficiency in all areas in our rubric. We also report on improvements in our CT assignments and scores based on the rubric. In addition, students’ self-efficacy in each CT item improved significantly from the beginning to end of the semester. Using the newly developed CT rubric allowed us to assess students’ CT skills with a single method across a variety of STEM education courses.

Original languageEnglish (US)
Pages (from-to)8051-8073
Number of pages23
JournalEducation and Information Technologies
Volume28
Issue number7
DOIs
StatePublished - Jul 2023
Externally publishedYes

Keywords

  • Assessment
  • Bloom’s taxonomy
  • Computational thinking
  • Pre-service teachers
  • Rubric

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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