Debuggems to assess student learning in e-textiles (abstract only)

Fields, Deborah A.; Searle, Kristin A.; Kafai, Yasmin B.; Min, Hannah S.

doi:10.1145/2157136.2157367

Cited by 18 publications

(11 citation statements)

References 3 publications

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“…The troubleshooting preference may be just a preconception and bias in researchers. Most of the assessment tasks designed by researchers (e.g., Fields et al, 2012;Webb, 2010;Werner et al, 2012) were closed. In this article, we extended the types of tasks in openness and found that the semiopen tasks and the open tasks could assess more dimensions of CT than the closed tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Results suggested that troubleshooting scenarios could be an effective way for assessing student fluency in computer programming and computer-based problem solving. Fields et al. (2012) evaluated students’ engineering and programming skills as they debugged prebuilt faulty e-textile projects with the LilyPad Arduino.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some researchers have explored the assessment approaches for CT (Brennan & Resnick, 2012; Fields, Searle, Kafai, & Min, 2012; Webb, 2010; Werner, Denner, Campe, & Kawamoto, 2012). However, there is a lack of effective approaches to comprehensively assessing CT.…”

Section: Introductionmentioning

confidence: 99%

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An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

Zhong

Wang

Chen

et al. 2015

Journal of Educational Computing Research

131

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Computational thinking (CT) is a fundamental skill for students, and assessment is a critical factor in education. However, there is a lack of effective approaches to CT assessment. Therefore, we designed the Three-Dimensional Integrated Assessment (TDIA) framework in this article. The TDIA has two aims: one was to integrate three dimensions (directionality, openness, and process) into the design of effective assessment tasks; and the other was to assess comprehensively the three dimensions of CT including computational concepts, practices, and perspectives. Guided by the TDIA framework, we designed three pairs of tasks: closed forward tasks and closed reverse tasks, semiopen forward tasks and semiopen reverse tasks, and open tasks with a creative design report and open tasks without a creative design report. To further confirm each task's applicability and its advantages and disadvantages, we conducted a test experiment at the end of the autumn semester in 2014 in a primary school for 3 weeks. The results indicated that (a) the reverse tasks were not more superior than the forward tasks; (b) the semiopen tasks and the open tasks were more effective than the closed tasks, and the semiopen tasks had higher difficulty and discrimination than the others; (c) the self-reports provided a helpful function for learning diagnosis and guidance; (d) the scores had no significant difference between the schoolboys and the schoolgirls in all six tasks; and (e) the six tasks' difficulty and

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

Zhong

Wang

Chen

et al. 2015

Journal of Educational Computing Research

131

View full text Add to dashboard Cite

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“…In CT research and instruction, researchers have realized the importance of CT assessment (e.g., Grover and Pea 2013;Shute et al 2017;Werner et al 2012). Grover and Pea (2013) summarized specific techniques and methods as developed and used in different projects, such as the use of student-created or predesigned programming artifacts to evaluate students' understanding and use of CT components (Werner et al 2012), and students' debugging prebuilt faulty e-textile projects to evaluate students' engineering and programming skills (Fields et al 2012). Some important efforts in developing or promoting CT assessment have also been carried out by education professional organizations, assessment service entities, or nonprofit scientific research organizations such as SRI education (e.g., Bienkowski et al 2015).…”

Section: Assessment As An Important Dimension Of Ct Ct Research Andmentioning

confidence: 99%

On Computational Thinking and STEM Education

Schoenfeld

diSessa

et al. 2020

Journal for STEM Educ Res

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The recognized importance of computational thinking has helped to propel the rapid development of related educational efforts and programs over the past decade. Given the multi-faceted nature of computational thinking, which goes beyond programming and computer science, however, approaches and practices for developing students' computational thinking are not always self-explanatory in terms of their foci and feasibility in diverse educational contexts. In this editorial, we first examine relevant publications in computational thinking to identify a trend of integrating computational thinking into disciplinary education. We subsequently build on recent discussions about the concept of computational thinking to (1) frame a review of educational efforts in developing students' computational thinking, (2) discuss opportunities and challenges to further such educational efforts through not only programming and computer science but also other disciplines, and (3) articulate needed research and scholarship to support educational practices.

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“…Basawapatna, Koh, Repenning, Webb, & Marshall, 2011;Fields, Searle, Kafai, & Min, 2012;Meerbaum-Salant, Armoni, & Ben-Ari, 2010;Werner et al, 2012), assessing the learning of computational concepts and constructs in these programming environments remains a challenge. To our knowledge, no studies at the K-12 level have explicitly investigated the transfer of CT skills to future learning contexts.…”

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

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

Grover

Pea

Cooper

2015

Computer Science Education

317

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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Debuggems to assess student learning in e-textiles (abstract only)

Cited by 18 publications

References 3 publications

An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

On Computational Thinking and STEM Education

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

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