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Evidence of assessing computational thinking

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
2dbcf9b4-a826-489e-b84f-51bf440bc5b1
Dorling, Mark
e4b2c595-ae9c-484a-80d7-d731add4fd25
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
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.

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More information

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
ORCID for John Woollard: ORCID iD orcid.org/0000-0002-4518-0784

Catalogue record

Date deposited: 10 Dec 2014 12:24
Last modified: 09 Jan 2022 02:55

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Contributors

Author: Cynthia Selby
Author: Mark Dorling
Author: John Woollard ORCID iD

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