![]() First, the CT term has helped to place Computer Science Education beyond computer programming. ![]() In a certain sense, the coining of CT as an umbrella term has been extremely useful, and its sudden success can be explained. Therefore, CT is a broader term than computer programming. In other words, it is necessary to activate CT skills in order to program properly, but these skills could be used in other contexts that are disconnected from computer programming. However, CT might be projected onto a wide range of tasks that do not involve programming (Wing, 2008). It is assumed that computer programming enables CT to come alive, and it is the main way to demonstrate CT skills (Lye & Koh, 2014). Moreover, the relation between CT and computer programming is blurry too. Thus, the use of the CT term has evolved and grown up, even without reaching a consensus about its definition (Kalelioglu, Gülbahar, & Kukul, 2016). In the last decade, computational thinking (CT) (Wing, 2006) has emerged as an umbrella term that refers to a broad set of problem-solving skills, which should be acquired by the new generations to thrive in our computer-based world (Bocconi et al., 2016). Thus, this contribution may lead scholars and policy-makers to perform accurate evaluation designs of CT according to their inquiry goals. #CHAPTER 7 DEVELOPING ASSESSMENT INSTRUMENTS QUIZ HOW TO#Furthermore, the model explicitly indicates how to harmoniously combine the different types of CT assessment tools in order to give answer to the most common research questions in the field of CT Education. Our comprehensive model intends to assess CT along every cognitive level of Bloom’s taxonomy and throughout the various stages of typical educational interventions. Finally, we propose a comprehensive model to evaluate the development of CT within educational scenarios and interventions, which includes the aforementioned and other reviewed assessment tools. Second, we report the results of two convergent validity studies that involve three of these CT assessment tools, which come from different perspectives: the Computational Thinking Test, the Bebras Tasks, and Dr. In response, we first review a myriad of CT assessment tools and classify them according to their evaluative approach. However, very little research has been conducted to study whether these instruments provide convergent measurements, and how to combine them properly in educational settings. Hence, in recent years, several assessment tools have been developed from different approaches and operational definitions of CT. Given that computational thinking (CT) is still a blurry psychological construct, its assessment remains as a thorny, unresolved issue. ![]()
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