A nationwide exam as a tool for improving a new curriculum

Zur-Bargury, Iris; Pârv, Bazil; Lanzberg, Dvir

doi:10.1145/2462476.2462479

Cited by 40 publications

(16 citation statements)

References 5 publications

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“…Data on automated quizzes from Study2 aggregated by the OpenEdX platform revealed that students found variables hard to grasp. • The comparative analysis with the results from the Israel national exam (Zur Bargury et al, 2013) revealed that the only significant difference was on one question in which our students achieved a higher score ( Figure A3). • Some gender differences were observed with girls performing better than boys, and on average, logging into the online course after school a significantly greater number of times than boys (as measured by ttests); however, the small number of females in the sample precluded the drawing of deeper conclusions.…”

Section: Other Resultsmentioning

confidence: 75%

“…A comparative analysis was also conducted using the six questions of the posttest that were employed in the National CS Exam administered to about 4000 middle school students in Israel (Zur Bargury et al, 2013).…”

Section: Analysis and Resultsmentioning

confidence: 99%

“…Recently developed introductory computing curricula at the elementary and middle school levels outside the US (Lewis & Shah, 2012;Scott, 2013;Zur Bargury, Pârv, & Lanzberg, 2013) provide useful ideas for multiplechoice assessments that make it easier to measure learning, especially in large-scale settings. Barron and Darling-Hammond (2008) contend that robust assessments for meaningful learning must include intellectually ambitious performance assessments that require application of desired concepts and skills in disciplined ways; rubrics that define what constitutes good work; and frequent formative assessments to guide feedback to students and teachers.…”

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

“…Summative assessments involved a final posttest online that included multiple-choice and open-ended questions to assess learners' CT ability through questions that required code tracing and/or debugging (Table 5). They also included six questions from the 2012 Israel National Exam (Zur Bargury et al, 2013). A final project of learner's choosing to be done with a partner was also included as part of summative assessments.…”

Section: Fill In the Blanks Belowmentioning

confidence: 99%

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Designing for deeper learning in a blended computer science course for middle school students

Grover

Pea

Cooper

2015

Computer Science Education

320

148

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The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

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Section: Other Resultsmentioning

confidence: 75%

Section: Analysis and Resultsmentioning

confidence: 99%

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

Section: Fill In the Blanks Belowmentioning

confidence: 99%

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Designing for deeper learning in a blended computer science course for middle school students

Grover

Pea

Cooper

2015

Computer Science Education

320

148

View full text Add to dashboard Cite

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“…Também tendo a taxonomia de Bloom como fundamento, um teste nacional aplicado anualmente pelo ministério da educação de Israel procura identificar a proficiência dos alunos (7 a , 8 a e 9 a séries) em relação ao ambiente de programação Scratch [Zur-Bargury et al 2013]. …”

Section: Introductionunclassified

Robótica Educacional como Estratégia de Promoção do Pensamento Computacional - Uma Proposta de Metodologia Baseada em Taxonomias de Aprendizagem

Avila¹,

Cavalheiro²

2017

Anais Dos Workshops Do VI Congresso Brasileiro De Informática Na Educação (CBIE 2017)

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Abstract. This article presents a proposal for a methodology for gradual engagement of apprentices in concepts related to educational robotics. Robotics is used as a strategy for the dissemination of concepts related to Computational Thinking. The methodology also incorporates two learning taxonomies. The first, an adaptation of the revised Bloom taxonomy guides the level of cognitive requirement of the contents and activities that will be realized in future interventions based on the methodology. The other, known as SOLO taxonomy, is used to measure students' level of structural understanding regarding exercise / activity responses.Resumo. Este artigo apresenta uma proposta de metodologia para engajamento gradativo de aprendizes em conceitos relacionadosà robótica educacional. A robóticaé utilizada como estratégia para disseminação de conceitos relacionados ao Pensamento Computacional. A metodologia também incorpora duas taxonomias de aprendizagem. A primeira, uma adaptação da taxonomia de Bloom revisada, orienta o nível de exigência cognitiva dos conteúdos e atividades que serão realizadas em futuras intervenções baseadas na metodologia. A outra, conhecida por taxonomia SOLO,é utilizada para mensurar o nível de entendimento estrutural dos alunos em relaçãoàs respostas de exercícios/atividades. IntroduçãoA criação do termo "Pensamento Computacional" (PC)é comumente atribuídoà pesquisadora Jeannette Wing [Barr et al. 2011, Lye and Koh 2014, Perković et al. 2010. Certamente em função do artigo escrito por [Wing 2006] onde ela introduz PC como um processo que envolve a "resolução de problemas, a capacidade de projetar sistemas e a compreensão do comportamento humano recorrendo aos conceitos fundamentais da Ciência da Computação". Para disseminar ou promover os conceitos relacionados ao PC são utilizadas várias estratégias. Uma delasé a robótica, uma ciência multidisciplinar por natureza que abrange a criação, construção e utilização de robôs. Envolve conceitos da mecânica, cinemática, automação, hidráulica, informática, inteligência artificial e outros.Em [César 2014] são apresentadas algumas constatações sobre robótica educacional, ressaltando que a mesma: a) propicia a interação, cooperação e aprendizagem

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Computational thinking in programming with Scratch in primary schools: A systematic review

Fagerlund

Häkkinen

Vesisenaho

et al. 2020

Comp Applic In Engineering

119

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Computer programming is being introduced in educational curricula, even at the primary school level. One goal of this implementation is to teach computational thinking (CT), which is potentially applicable in various computational problem‐solving situations. However, the educational objective of CT in primary schools is somewhat unclear: curricula in various countries define learning objectives for topics, such as computer science, computing, programming or digital literacy but not for CT specifically. Additionally, there has been confusion in concretely and comprehensively defining and operationalising what to teach, learn and assess about CT in primary education even with popular programming akin to Scratch. In response to the growing demands of CT, by conducting a literature review on studies utilising Scratch in K–9, this study investigates what kind of CT has been assessed in Scratch at the primary education level. As a theoretical background for the review, we define a tangible educational objective for introducing CT comprehensively in primary education and concretise the fundamental skills and areas of understanding involved in CT as its “core educational principles”. The results of the review summarise Scratch programming contents that students can manipulate and activities in which they can engage that foster CT. Moreover, methods for formatively assessing CT via students' Scratch projects and programming processes are explored. The results underpin that the summarised “CT‐fostering” programming contents and activities in Scratch are vast and multidimensional. The next steps for this study are to refine pedagogically meaningful ways to assess CT in students' Scratch projects and programming processes.

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A nationwide exam as a tool for improving a new curriculum

Cited by 40 publications

References 5 publications

Designing for deeper learning in a blended computer science course for middle school students

Designing for deeper learning in a blended computer science course for middle school students

Robótica Educacional como Estratégia de Promoção do Pensamento Computacional - Uma Proposta de Metodologia Baseada em Taxonomias de Aprendizagem

Computational thinking in programming with Scratch in primary schools: A systematic review

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