Evaluating Creative Coding in Early Childhood Education: A Comparison of Artifact-Based and Task-Based Measures

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Innovative Assessments for Holistic Child Development, Early Literacy, and Social-Emotional Outcomes (Table 12)

Abstract

This study compares growth rates between task-based and artifact-based assessments in young children’s creative coding skills and examines differential growth patterns among learner groups. Data from 315 K-2 students participating in a creative coding curriculum reveal that students generally performed better on the artifact-based assessment than the task-based assessment. Gender and individual education status (IEP) were the only demographic factors with significant differences between assessments: whereas girls and students with IEPs had significantly lower endline scores on task-based assessments, there were no significant differences on artifact-based assessments. Results highlight the benefits of artifact-based assessments in promoting equitable and inclusive evaluations of student performance with implications for educational policymakers and practitioners in addressing disparities and supporting a diverse range of learners.

Authors

• Jessica Blake-West, Boston College

• Ghaida S. Alrawashdeh, Oakland University

• Abigail Bergman, Boston College

• Marina U. Bers, Boston College