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Computational Thinking Assessment and Learning Across K-12
Wed, April 8, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
These five papers form a cohesive examination of computational thinking assessment and learning across developmental stages, from early childhood through high school. The papers collectively address the psychometric foundations and developmental implementation of computational thinking education, moving from measurement validity to practical classroom applications across age groups.
Sub Unit
Chair
Papers
Centering Test Fairness in Early Childhood Computational Thinking Assessment Practices: A Regularized MNLFA approach - Chungsoo Na, Utah State University; Lingna Xu, Utah State University; Jody E. Clarke-Midura, Utah State University; Willa van Dijk, Utah State University
Storytelling in ScratchJr: Integrating Computational Thinking and Writing in Early Childhood Classrooms - Jiyoung Kim, California State Polytechnic University - Pomona; Daniel J. Castner, Indiana University; Curtis J. Bonk, Indiana University
Pre-Service Teachers’ Perceptions of Integrated Computational Thinking–STEM Education and Insights Comparisons with In-Service Teachers - Linwei Yu, The University of Hong Kong
Exploring Student Experiences in a CS-Integrated Science Curriculum: A Project-Based Ocean Exploration with Robotics - Xin Xia, University of Georgia; Jennifer L. Chiu, University of Virginia; Kim Wilkens, University of Virginia
Subgroup and Longitudinal Measurement Invariance of the Computational Thinking Test - Short (CTt-S) - Joseph C. Tise, Institute for Advancing Computing Education; Monica McGill, Institute for Advancing Computing Education