The University of Southampton
University of Southampton Institutional Repository

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.
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 (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.

Other
IFIP_TC3_Vilnius2015 - Accepted Manuscript
Restricted to Registered users only
Available under License Other.
Download (701kB)
Request a copy

More information

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

Catalogue record

Date deposited: 17 Jun 2015 12:02
Last modified: 15 Mar 2024 02:58

Export record

Contributors

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

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×