Investigating Design Features of Items in an Assessment of Computational Thinking for Early Childhood

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: STEAM (Table 5)

Abstract

Research on how to assess computational thinking (CT) in early childhood is still emerging. More research is needed on the design of assessments and features that affect item difficulty and performance. This paper investigates how the item features identified during the principle assessment design phase affected item difficulty of a CT assessment [blinded] for 162 kindergarten-aged children (girls = 77). Using an extension of the Rasch model, we found that the seven item design features all impacted item difficulty, on a range from less difficult to more difficult (-3.10 to 2.62 logit). The findings contribute knowledge on CT assessment design in general as well as guidelines for rule-based item construction using principled assessment design for early childhood CT.

Authors

• Chungsoo Na, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Willa van Dijk, Utah State University