Design Tensions in Developing and Evaluating an Integrated Computational Thinking Performance Assessment

• In Event: Hilton Roundtable Session 1
  In Roundtable Session: Innovate Approaches to Assessing STEM

Abstract

Assessing integrated computational thinking is complex. Arguments that assessment should match the learning call for a performance-oriented approach to assessment, using tasks that mirror the integrated instructional activities. This approach reaps benefits, but also poses challenges. Interactions between the two domains may invalidate the results, either because the gains in one may be easier to measure at certain times than the gains in the other, or because interactions between the two domains may cause measurement interference. Our examination draws upon both theoretical basis and also existing practices, particular from our own work integrating CT and secondary science. We consider potential issues with moving too quickly toward unifying assessment across integrated domains.

Authors

• Whitney Elaine Wall Bortz, Fresno Pacific University

• Aakash Gautam, Virginia Polytechnic Institute and State University

• Deborah G. Tatar, Virginia Polytechnic Institute and State University

• Kemper Elizabeth Lipscomb, The University of Texas at Austin