Preservice Teacher Knowledge of and Self-Efficacy About Computational Thinking and Assessment

• In Event: Assessing the Unexpected? Exploring Assessment in Preservice Teacher Education

Abstract

Aiming to bridge the gap in the field of computational thinking and computing education, this study examines preservice teachers’ knowledge of and self-efficacy related to CT assessment. The research questions are: 1. To what extent do preservice teachers know about using CT assessment? 2. What level of self-efficacy do preservice teachers hold about CT assessment? Adopting a cross-sectional survey design, the participants were 182 teachers. The results show that the teachers know little about how to use CT assessment to help students, and they believe they know even less about using specific assessment techniques to accomplish assessment.

Authors

• Qing Li, Towson University

• Scot McNary, Towson University