Abstract
The new Croatian Informatics curriculum, which introduces computational thinking concepts into learning outcomes has been put into practice. A computational thinking assessment model reflecting the learning outcomes of the Croatian curriculum was created using an evidence-centered design approach. The possibility of assessing the computational thinking concepts, abstraction, decomposition, and algorithmic thinking, in an actual classroom situation and examples of such assessment is increasingly coming to the forefront of computer science educational research. Precisely for that purpose, the research was conducted. Research data are collected through the test and questionnaire of 407 pupils (10 middle schools, age 12), analysed by exploratory factor analysis and non-parametric tests. Results showed that the presented model was suitable to assess the understanding of the concepts of abstraction and algorithmic thinking, independently of the previous experience with programming languages and pupil's gender, while assessment of decomposition needs more work and improvement, some recommendations are provided. Also, it received positive feedback from pupils and teachers what implicated that such an assessment model could help teachers in building a real-time measurement instrument.
Highlights
From the autumn of 2018, we have been witnessing the application of a new informatics/computer science (CS) curriculum which is part of a major educational reform in the Republic of Croatia
Statistical characteristics of the assessment. Basic features of this assessment model were initially tested through introductory research, as noted, with a measuring instrument adapted to the Python programming language
The promising results of this initial assessment encouraged the creation of the new tool- and environment-independent assessment model and a valid computational thinking (CT) assessment model based on the evidence-centered design (ECD) approach (Bubica & Boljat, 2018)
Summary
From the autumn of 2018, we have been witnessing the application of a new informatics/computer science (CS) curriculum which is part of a major educational reform in the Republic of Croatia. The reform represents a change in the teaching and learning process and introduces new concepts, such as computational thinking (CT), into K–12 computer science education (CSE). Appropriate pedagogical practices which emphasize the constructivist approach to learning and put pupils at the heart of the learning process should develop competencies such as independence, self-confidence, responsibility, and entrepreneurship (Ben-Ari, 1998; Moon, Do, Lee, & Choi, 2020) From this perspective, learning experiences should be based on the belief that pupils are best taught by helping them participate actively, that they are ready to make great efforts and apply their creativity, and that teamwork and collaboration are a powerful motivation for learning (Leron & Hazzan, 1998; Ambrosio & Almeida, 2014; Dagienė & Futschek, 2019)
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