An Evidence-Centered Model for Computational Thinking Assessment: Longitudinal Observations of Autistic Youths in Virtual Worlds (Poster 1)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Equity, Community, and Citizenship

Abstract

Computational thinking (CT) has proven to be a consequential skillset in K-12 education. This study outlines the development and trial use of an evidence-centered competency model to assess CT. Two adolescents with Autism Spectrum Disorder (ASD) participated as the focal population, due to the affordances of CT for individuals who may experience limitations in cognitive flexibility and communication. This paper begins by describing the evidence-centered competency model of CT developed for this study and used to code participant behaviors while they partook in problem-solving tasks in the online virtual world, OpenSimulator, over 12 months. A descriptive analysis of the results shows that this model is a feasible and prominent tool in assessing and diagnosing CT behaviors for children with ASD.

Authors

• Nuodi Zhang, Florida State University
  Presenting Author

• Alex Barrett, Florida State University
  Presenting Author

• Fengfeng Ke, Florida State University
  Non-Presenting Author

• Jewoong Moon, University of Alabama
  Non-Presenting Author

• Zlatko Sokolikj, Florida State University
  Non-Presenting Author