The measurement of Computational Thinking performance using multiple-choice questions
The measurement of Computational Thinking performance using multiple-choice questions
This study investigates the measurement of computational thinking performance of secondary school students using multiple-choice questions. The sample group of 775 grade eight students are drawn from 28 secondary schools across Kazakhstan. Students responded to a Computational Thinking Performance test of 50 multiple-choice questions. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are determined using an Item Response Theory model.The item difficulty and discrimination coefficients are calculated, and the item characteristic curves for each question and test information functions for each quiz are generated.The results of the study show that the multiple-choice question assessment is a valid and reliable tool to measure computational thinking performance of students.
176-179
Mindetbay, Yerkhan, Amankeldiuly
eca2153f-93ad-4ccd-9e46-7e6e9dcd6457
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
2019
Mindetbay, Yerkhan, Amankeldiuly
eca2153f-93ad-4ccd-9e46-7e6e9dcd6457
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Mindetbay, Yerkhan, Amankeldiuly, Bokhove, Christian and Woollard, John
(2019)
The measurement of Computational Thinking performance using multiple-choice questions.
In Proceedings of International Conference on Computational Thinking Education.
.
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Conference or Workshop Item
(Paper)
Abstract
This study investigates the measurement of computational thinking performance of secondary school students using multiple-choice questions. The sample group of 775 grade eight students are drawn from 28 secondary schools across Kazakhstan. Students responded to a Computational Thinking Performance test of 50 multiple-choice questions. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are determined using an Item Response Theory model.The item difficulty and discrimination coefficients are calculated, and the item characteristic curves for each question and test information functions for each quiz are generated.The results of the study show that the multiple-choice question assessment is a valid and reliable tool to measure computational thinking performance of students.
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CTE2019-Paper 07.01.19
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CTE2019_Proceedings (ISSN 2664-035X)
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Accepted/In Press date: 7 March 2019
Published date: 2019
Additional Information:
2664-035X
Venue - Dates:
The Third International Conference on Computational Thinking Education 2019, Hong Kong SAR, Hong Kong, Hong Kong, 2019-06-13 - 2019-06-15
Identifiers
Local EPrints ID: 432365
URI: http://eprints.soton.ac.uk/id/eprint/432365
PURE UUID: 09d3b294-f650-4122-b1c9-158588e7f030
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Date deposited: 11 Jul 2019 16:30
Last modified: 16 Mar 2024 04:12
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Author:
Yerkhan, Amankeldiuly Mindetbay
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