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Preliminary Analysis of an Instrument to Assess Computational Thinking Skills in Japanese Junior High Students
PROCEEDING

, Gunma University, Japan ; , Kita-Akagi Junior-High School, Gunma, Japan ; , University of North Texas, United States ; , Institute for the Integration of Technology into Teaching and Learning, UNT, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

As an attempt to build a standardized measurement scale for Computational Thinking (CT) skills and abilities, we created and tested a set of 19 small paper-and-pencil test problems for assessing students’ CT abilities, where each problem corresponded to one component of the whole set of CT skills. An examination of how the CT test scores were correlated with their programming abilities was completed by examining the correlations between the CT test scores and scores for computer programming in Scratch from the same 116 junior-high students. Overall, our preliminary attempt for a standardized CT test problem set is empirically supported.

Citation

Furuta, T., Otomo, K., Knezek, G. & Christensen, R. (2019). Preliminary Analysis of an Instrument to Assess Computational Thinking Skills in Japanese Junior High Students. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 326-330). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 10, 2020 from .