The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking

• In Event: AERA Poster Session 11
  In Poster Session: Division H Section 3 Poster Session 1: Perspectives on Assessment in Schools

Abstract

In order to achieve broadening participation in computer science and other careers related to computing, middle school classrooms should provide students opportunities (tasks) to think like a computer scientist. This assessment design process began by examining national standards in CT. A Q-matrix (i.e., item–attribute alignment table) was then developed and modified using (a) literature in CT, (b) input from subject-matter experts, and (c) cognitive interviews with a small sample of students. After multiple-choice item prototypes were written, pilot-tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Mid-western US. Through cognitive diagnostic modeling, the estimation yielded mastery classifications or subscores that can be used diagnostically by teachers.

Authors

• Tingxuan Li, Shanghai Jiao Tong University

• Anne Traynor, Purdue University