Abstract
A movement to include computer science in K-12 curriculum standards has sparked a significant interest in computational thinking (CT). This paper describes current and future work in the development of visual programming curricula for teaching CT at the K-12 level and self-efficacy surveys for evaluating the effectiveness of the curricula at fostering CT. Current work on a comprehensive system for automated extraction of assessment data for descriptive analytics and visualization is also described. To complement attitude surveys, a translation of Scratch to Blockly is proposed. Data on student programming behaviors at the collegiate level will be collected and quantitatively analyzed to help assess CT in support of self-efficacy.
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