Formative Assessment of Computational Thinking in Mathematics: A Case Study

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Teacher Beliefs, Identity, Cognitive Equity, and Assessment Practices (Table 15)

Abstract

Computational Thinking (CT) is being included in compulsory education worldwide and teachers face many new challenges with this introduction, one of them being the formative assessment of CT. In this case study, formative assessment of CT is studied in a mathematics classroom. By exploring the teachers' formative assessment and feedback practices, and the students' actions and responses, the aim is to understand which types of formative assessment help with learning CT. Interaction analysis is used on two hours of video-data of the teacher and five students working with CT tasks in a mathematics classroom. An initial analysis indicates that students are reluctant to use some of the feedback provided by the teacher, especially when it comes to tinkering and debugging.

Author

• Aino Maria Ukkonen, Oslo Metropolitan University
  Presenting Author