Evidence of assessing computational thinking
Evidence of assessing computational thinking
Computational thinking is at the heart of the new English national curriculum for computing. There is a range of academic and pedagogic interpretations of the concept of computational thinking, a lack of understanding of the concepts and a close association of the subject with writing computer code using a programming language. Teachers might focus on a small aspect of the programme of study, thereby neglecting the breadth of content and the broader aims. In addition, the level descriptors associated with the curriculum have been removed creating a need for assessment guidance. In light of these changes, this paper explores the statutory requirements of the curriculum and the descriptions of computational thinking. It suggests a mechanism for assessment of achievement and progression for both computing and computational thinking.
Selby, Cynthia
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Dorling, Mark
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Woollard, John
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Selby, Cynthia
2dbcf9b4-a826-489e-b84f-51bf440bc5b1
Dorling, Mark
e4b2c595-ae9c-484a-80d7-d731add4fd25
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Selby, Cynthia, Dorling, Mark and Woollard, John
(2015)
Evidence of assessing computational thinking.
IFIP TC3 Working Conference: a New Culture of Learning: Computing and Next Generations, Vilnius, Lithuania.
01 - 03 Jul 2015.
11 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Computational thinking is at the heart of the new English national curriculum for computing. There is a range of academic and pedagogic interpretations of the concept of computational thinking, a lack of understanding of the concepts and a close association of the subject with writing computer code using a programming language. Teachers might focus on a small aspect of the programme of study, thereby neglecting the breadth of content and the broader aims. In addition, the level descriptors associated with the curriculum have been removed creating a need for assessment guidance. In light of these changes, this paper explores the statutory requirements of the curriculum and the descriptions of computational thinking. It suggests a mechanism for assessment of achievement and progression for both computing and computational thinking.
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IFIP_TC3_Vilnius2015
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e-pub ahead of print date: July 2015
Venue - Dates:
IFIP TC3 Working Conference: a New Culture of Learning: Computing and Next Generations, Vilnius, Lithuania, 2015-07-01 - 2015-07-03
Organisations:
Social Justice & Inclusive Education
Identifiers
Local EPrints ID: 377856
URI: http://eprints.soton.ac.uk/id/eprint/377856
PURE UUID: 7e82a64c-fa6d-4fc7-94b2-58ffe2e994ef
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Date deposited: 17 Jun 2015 12:02
Last modified: 15 Mar 2024 02:58
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Contributors
Author:
Cynthia Selby
Author:
Mark Dorling
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