Imagen de Portada

Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study

Guardado en:
Publicado en:Informatics in Education vol. 18, no. 1 (2019), p. 17
Autor principal: Nathalia Da Cruz Alves
Otros Autores: Christiane Gresse Von Wangenheim, Hauck, Jean CR
Publicado:
Institute of Mathematics and Informatics
Materias:
Mapping
Algorithms
Computation
Computer programming
Learning
Visual programming languages
BASIC (programming language)
Education
Programming languages
Students
Higher education
Teaching
Teachers
Languages
Evaluation
Educational systems
Feedback
Educational activities
Learning Activities
World Problems
Competence
Information Science
Learning Processes
Educational Technology
Grading
Computer Science
Electronic Learning
Educational Assessment
Elementary Secondary Education
Summative Evaluation
Outcomes of Education
Course Content
Computer Software
Performance Based Assessment
Educational Facilities Improvement
Acceso en línea:Citation/Abstract
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment tools can support teachers with their assessment and grading as well as guide students throughout their learning process. Although being already widely used in higher education, it remains unclear if such approaches exist for K-12 computing education. Thus, in order to obtain an overview, we performed a systematic mapping study. We identified 14 approaches, focusing on the analysis of the code created by the students inferring computational thinking competencies related to algorithms and programming. However, an evident lack of consensus on the assessment criteria and instructional feedback indicates the need for further research to support a wide application of computing education in K-12 schools.
ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2019.02
Fuente:Library Science Database