Designing Assessments to Measure Integrated Proficiency With Concepts and Practices in Science and Computational Thinking

• In Event: Poster Session 14
  In Poster Session: Contemporary Topics in Computer Science Education Research

Abstract

One approach for broadening participation in computational thinking (CT) is integrating CT with existing K-12 STEM curricula. This integration requires the development of assessments targeting the integration of science and CT. We used a principled design process to develop assessment tasks and rubrics that integrate concepts and practices across physics, CT, and computational modeling. We collected data from 10 high school students who responded to the assessment tasks as part of a physics-based computational modeling unit. Our findings indicate that the tasks and rubrics successfully elicit both Physics and CT constructs while distinguishing important aspects of proficiency related to the two disciplines. This work illustrates the potential value of using such assessments in integrated STEM and computing learning contexts.

Authors

• Satabdi Basu, SRI International

• Kevin McElhaney, SRI International

• Shuchi Grover, Looking Glass Ventures

• Christopher J. Harris, SRI International

• Gautam Biswas, Vanderbilt University