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.
computational thinking, assessment, secondary school, computer science education, curriculum design, pedagogy
1-11
University of Southampton
Selby, Cynthia
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Dorling, Mark
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Woollard, John
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December 2014
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
(2014)
Evidence of assessing computational thinking
University of Southampton
Record type:
Monograph
(Working 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.
Text
372409EvidAssessCT.pdf
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Available under License Other.
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Published date: December 2014
Keywords:
computational thinking, assessment, secondary school, computer science education, curriculum design, pedagogy
Organisations:
Social Justice & Inclusive Education
Identifiers
Local EPrints ID: 372409
URI: http://eprints.soton.ac.uk/id/eprint/372409
PURE UUID: deb788f9-02e6-4d7b-b6f4-b6ed93f93488
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Date deposited: 10 Dec 2014 12:24
Last modified: 16 Mar 2024 02:59
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Contributors
Author:
Cynthia Selby
Author:
Mark Dorling
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