Abstract
Despite the widespread adoption of computational thinking (CT) across educational levels, challenges persist in its assessment due to diverse definitions, frameworks, and its practical application in classroom settings. This meta-synthesis investigates the assessment of computational thinking (CT) in primary and secondary education, synthesizing evidence from 12 reviews across five international databases, focusing on tools, methods, and pedagogical practices employed in assessing CT, with the aim to outline practical approaches for evaluating CT components. The review delves into the primary focuses of these syntheses, the CT skills and components assessed, and the methods and tools utilized, identifying gaps in current practices. The findings highlight a prevalent focus on programming skills, with less emphasis on cognitive processes and collaborative aspects of CT. The synthesis also points to the need for developing assessment tools and methods that encompass the broader spectrum of CT skills, suggesting avenues for future research and practical application in educational settings.
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