The state of the field in computational thinking assessment

Mike Tissenbaum; Josh Sheldon; Mark Sherman; David Weintrop; Kemi Jona; Michael Horn; Uri Wilensky; Satabdi Basu; Daisy Rutstein; Eric Snow; Linda Shear; Shuchi Grover; Irene Lee; Eric Klopfer; Debora Lui; Gayithri Jayathirta; Mia Shaw; Yasmin B. Kafai; Deborah A. Fields; Nichole Pinkard; Caitlin K. Martin; Sheena Erete; Eni Mustafaraj; Clara Sorensen; Will Temple; R. Benjamin Shapiro; Rogers Hall

The state of the field in computational thinking assessment

Mike Tissenbaum
, Josh Sheldon
, Mark Sherman
, David Weintrop
, Kemi Jona
, Michael Horn
, Uri Wilensky
, Satabdi Basu
, Daisy Rutstein
, Eric Snow
, Linda Shear
, Shuchi Grover
, Irene Lee
, Eric Klopfer
, Debora Lui
, Gayithri Jayathirta
, Mia Shaw
, Yasmin B. Kafai
, Deborah A. Fields
, Nichole Pinkard

Caitlin K. Martin, Sheena Erete, Eni Mustafaraj, Clara Sorensen, Will Temple, R. Benjamin Shapiro, Rogers Hall

Research output: Contribution to journal › Conference article › peer-review

Abstract

While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.

Original language	English (US)
Pages (from-to)	1304-1311
Number of pages	8
Journal	Proceedings of International Conference of the Learning Sciences, ICLS
Volume	2
Issue number	2018-June
State	Published - 2018
Externally published	Yes
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

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Tissenbaum, M., Sheldon, J., Sherman, M., Weintrop, D., Jona, K., Horn, M., Wilensky, U., Basu, S., Rutstein, D., Snow, E., Shear, L., Grover, S., Lee, I., Klopfer, E., Lui, D., Jayathirta, G., Shaw, M., Kafai, Y. B., Fields, D. A., ... Hall, R. (2018). The state of the field in computational thinking assessment. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 1304-1311.

Tissenbaum, M, Sheldon, J, Sherman, M, Weintrop, D, Jona, K, Horn, M, Wilensky, U, Basu, S, Rutstein, D, Snow, E, Shear, L, Grover, S, Lee, I, Klopfer, E, Lui, D, Jayathirta, G, Shaw, M, Kafai, YB, Fields, DA, Pinkard, N, Martin, CK, Erete, S, Mustafaraj, E, Sorensen, C, Temple, W, Benjamin Shapiro, R & Hall, R 2018, 'The state of the field in computational thinking assessment', Proceedings of International Conference of the Learning Sciences, ICLS, vol. 2, no. 2018-June, pp. 1304-1311.

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title = "The state of the field in computational thinking assessment",

abstract = "While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.",

author = "Mike Tissenbaum and Josh Sheldon and Mark Sherman and David Weintrop and Kemi Jona and Michael Horn and Uri Wilensky and Satabdi Basu and Daisy Rutstein and Eric Snow and Linda Shear and Shuchi Grover and Irene Lee and Eric Klopfer and Debora Lui and Gayithri Jayathirta and Mia Shaw and Kafai, \{Yasmin B.\} and Fields, \{Deborah A.\} and Nichole Pinkard and Martin, \{Caitlin K.\} and Sheena Erete and Eni Mustafaraj and Clara Sorensen and Will Temple and \{Benjamin Shapiro\}, R. and Rogers Hall",

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year = "2018",

language = "English (US)",

volume = "2",

pages = "1304--1311",

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number = "2018-June",

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T1 - The state of the field in computational thinking assessment

AU - Tissenbaum, Mike

AU - Sheldon, Josh

AU - Sherman, Mark

AU - Weintrop, David

AU - Jona, Kemi

AU - Horn, Michael

AU - Wilensky, Uri

AU - Basu, Satabdi

AU - Rutstein, Daisy

AU - Snow, Eric

AU - Shear, Linda

AU - Grover, Shuchi

AU - Lee, Irene

AU - Klopfer, Eric

AU - Lui, Debora

AU - Jayathirta, Gayithri

AU - Shaw, Mia

AU - Kafai, Yasmin B.

AU - Fields, Deborah A.

AU - Pinkard, Nichole

AU - Martin, Caitlin K.

AU - Erete, Sheena

AU - Mustafaraj, Eni

AU - Sorensen, Clara

AU - Temple, Will

AU - Benjamin Shapiro, R.

AU - Hall, Rogers

PY - 2018

Y1 - 2018

N2 - While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.

AB - While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.

UR - https://www.scopus.com/pages/publications/85053939928

UR - https://www.scopus.com/pages/publications/85053939928#tab=citedBy

M3 - Conference article

AN - SCOPUS:85053939928

SN - 1814-9316

VL - 2

SP - 1304

EP - 1311

JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

IS - 2018-June

T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count

Y2 - 23 June 2018 through 27 June 2018

ER -

The state of the field in computational thinking assessment

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