Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

Israel, Maya; Wherfel, Quentin M.; Shehab, Saadeddine; Ramos, Evan A.; Metzger, Adam; Reese, George C.

doi:10.1080/08993408.2016.1231784

Cited by 19 publications

(24 citation statements)

References 33 publications

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“… Green flag, key press, sprite click, keyboard input, mouse, sensing, video and audio events (I/O device use) [3–7,9,14,18,21,22,24,25,28–30] Animations, games, art, stories and simulations (project genres) [3,9]…”

Section: Discussionmentioning

confidence: 99%

“… Coding patterns and code constructs (decomposition) [1,3–11,14–16,18,20–25,28–30] Separately scripted behaviours or actions (modularisation) [3,25]…”

Section: Discussionmentioning

confidence: 99%

“…Hence, an extensive and a pedagogically meaningful programming process assessment tool or rubric would also require further development. In future research, project content implementation could be examined alongside both peer‐to‐peer [29,32,52,57] and student‐project [18,30] interactions. In‐depth empirical examinations of interactions resulting in different kinds of contents could surface diverse desirable and undesirable programming activities.…”

Section: Discussionmentioning

confidence: 99%

“…• Sprite properties, variables and lists (abstractions of properties) [1,3,4,6,8,9,11,14,15,18,20,22,24,25,29,30] • Coding patterns, make-a-blocks and cloning (abstractions of behaviours) [1,[5][6][7][8][9]11,14,[20][21][22]24,25,28,30] • Continuous events (repeat until), discrete events (wait until) and initialisation (abstractions of states) [1,7,8,11,20,22,24,25,28,30] • Complex projects with several scripts and sprites [3,5,9,21,28] Algorithms…”

Section: Abstractionmentioning

confidence: 99%

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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

114

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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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Section: Discussionmentioning

confidence: 99%

“… Coding patterns and code constructs (decomposition) [1,3–11,14–16,18,20–25,28–30] Separately scripted behaviours or actions (modularisation) [3,25]…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Abstractionmentioning

confidence: 99%

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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

114

View full text Add to dashboard Cite

show abstract

“…The lack of standardized assessments of CT is a hurdle to understanding its presence and growth in learners [4], [8]. While many proposals for assessing CT exist [5], [9], [10], they either focus on a very limited aspect of CT (e.g. sequencing) or are tied to activities for those on a preprogramming track.…”

Section: A Issues In Assessing Computational Thinkingmentioning

confidence: 99%

An operationalized model for defining computational thinking

Lowe

Brophy

2017

2017 IEEE Frontiers in Education Conference (FIE)

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The Computational Thinking (CT) conceptual framework is entering its second decade of research yet still lacks a cohesive definition by which the field can coalesce. The lack of clear definition makes assessment tool challenging to formulate, pedagogical efforts difficult to compare, and research difficult to synthesize. This paper looks to operationalize differing definitions of CT enhancing the ability to teach then assess the presence of CT. Expanding upon CT definitions, industry practices and processes, and educational theory, we link existing concepts and propose a new element to model an active definition of CT as a theoretical framework to guide future research. Our model updates existing CT definition by formally including Modeling, introducing Socio-Technical processes, separating Information Gathering from Data Collection and adding emphasis to Testing as a vital CT concept. We feel these elements and interconnections make CT is easier to describe and measure.

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Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education

Mouza¹,

Codding²,

Pollock³

2022

Computers & Education

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Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

Cited by 19 publications

References 33 publications

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

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

An operationalized model for defining computational thinking

Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education

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