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The fairy performance assessment: measuring computational thinking in middle school
Abstract
Computational thinking (CT) has been described as an essential capacity to prepare students for computer science, as well as to be productive members of society. But efforts to engage K-12 students in CT are hampered by a lack of definition and assessment tools. In this paper, we describe the first results of a newly created performance assessment tool for measuring CT in middle school. We briefly describe the context for the performance assessment (game-programming courses), the aspects of CT that are measured, the results, and the factors that are associated with performance. We see the development of assessment tools as a critical step in efforts to bring CT to K-12, and to strengthen the use of game programming in middle school. We discuss problems and implications of our results.
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Cites
Wing, J. M. (2006) · Communications of the ACM · doi:10.1145/1118178.1118215 · Cited by 8,102
Barr, V., & Stephenson, C. (2011) · ACM Inroads · doi:10.1145/1929887.1929905 · Cited by 1,692
Cited by
Demystifying computational thinking
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.09.003 · Cited by 1,466
Assessing computational thinking: A systematic review of empirical studies
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103798 · Cited by 647
Atmatzidou, S., & Demetriadis, S. (2016) · Robotics and Autonomous Systems · doi:10.1016/j.robot.2015.10.008 · Cited by 630
Constructionist Gaming: Understanding the Benefits of Making Games for Learning
Kafai, Y. B., & Burke, Q. (2015) · Educational Psychologist · doi:10.1080/00461520.2015.1124022 · Cited by 383
Tikva, C., & Tambouris, E. (2021) · Computers & Education · doi:10.1016/j.compedu.2020.104083 · Cited by 296
Metadata
- Authors
- Werner, L., Denner, J., Campe, S., & Kawamoto, D. C.
- Venue
- Proceedings of the 43rd ACM technical symposium on Computer Science Education
- Publisher
- ACM
- Published
- 2012-02-29
- Pages
- 215-220
- OpenAlex
- W1986370155
- Cited by
- 303
- References
- 2
- FWCI
- 8.19
- Type
- conference paper
- Language
- en
- Open access
- closed
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- Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The fairy performance assessment: measuring computational thinking in middle school. Proceedings of the 43rd ACM technical symposium on Computer Science Education. https://doi.org/10.1145/2157136.2157200
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
