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Evaluation and Assessment Needs of Computing Education in Primary Grades

Authors:

Rebecca Vivian,

Diana Franklin,

Alan Peterfreund,

Florence Sullivan,

Monica M. McGillAuthors Info & Claims

ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

Pages 124 - 130

https://doi.org/10.1145/3341525.3387371

Published: 15 June 2020 Publication History

Abstract

Until recently, computer science (CS) has been predominantly taught at upper-secondary or tertiary levels. Lately, however, CS curricula have been introduced into school systems from the very first year of school. In this paper, we undertake a participatory research approach, using focus group discussions between a group of experts in the field of evaluation and assessment at the primary level (K-5). The group considered the evaluation and assessment measures they have used, what their current needs are and how the CS education community can move towards meeting those needs. We present the discussion results as a position paper, situated in the context of broader education research. The experts identified three key priorities for the education research community: creating a universal taxonomy of assessment in the primary grades (K-5), creating measurements of student progression and growth over time, and creating culturally relevant evaluations and assessments. Through identifying key priorities, this work provides direction for urgently needed resource development and research directions for K-5 evaluation and assessment.

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Cited By

Sherwood HCulp KFerguson CKaiser AHenry MNegron A(2024)Teacher Practices for Formatively Assessing Computational Thinking with Early Elementary LearnersEducation Sciences10.3390/educsci1411125014:11(1250)Online publication date: 14-Nov-2024
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Friend MMcgill MReinking A(2022)Solve This! K-12 CS Education Teachers’ Problems of PracticeProceedings of the 22nd Koli Calling International Conference on Computing Education Research10.1145/3564721.3564738(1-13)Online publication date: 17-Nov-2022
https://dl.acm.org/doi/10.1145/3564721.3564738
Kao YWeintrop DMerkle LDoyle MSheard JSoh LDorn B(2022)Multilingual CS Education PathwaysProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499315(64-70)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499315
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Index Terms

Evaluation and Assessment Needs of Computing Education in Primary Grades
1. Social and professional topics
  1. Professional topics
    1. Computing education

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Published In

cover image ACM Conferences

ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

June 2020

615 pages

ISBN:9781450368742

DOI:10.1145/3341525

General Chairs:
Michail Giannakos
NTNU, Norway
,
Guttorm Sindre
Excited/NTNU, Norway
,
Program Chairs:
Andrew Luxton-Reilly
University of Auckland, NZ
,
Monica Divitini
NTNU, Norway

Copyright © 2020 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 15 June 2020

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U.S. National Science Foundation

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ITiCSE '20

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SIGCSE

ITiCSE '20: Innovation and Technology in Computer Science Education

June 15 - 19, 2020

Trondheim, Norway

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Overall Acceptance Rate 552 of 1,613 submissions, 34%

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Cited By

Sherwood HCulp KFerguson CKaiser AHenry MNegron A(2024)Teacher Practices for Formatively Assessing Computational Thinking with Early Elementary LearnersEducation Sciences10.3390/educsci1411125014:11(1250)Online publication date: 14-Nov-2024
https://doi.org/10.3390/educsci14111250
Friend MMcgill MReinking A(2022)Solve This! K-12 CS Education Teachers’ Problems of PracticeProceedings of the 22nd Koli Calling International Conference on Computing Education Research10.1145/3564721.3564738(1-13)Online publication date: 17-Nov-2022
https://dl.acm.org/doi/10.1145/3564721.3564738
Kao YWeintrop DMerkle LDoyle MSheard JSoh LDorn B(2022)Multilingual CS Education PathwaysProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499315(64-70)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499315
Simmonds JGutierrez FMeza FTorrent CVillalobos JSherriff MMerkle LCutter PMonge ASheard J(2021)Changing Teacher Perceptions about Computational Thinking in Grades 1-6, through a National Training ProgramProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432542(260-266)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432542
Grover SSherriff MMerkle LCutter PMonge ASheard J(2021)Toward A Framework for Formative Assessment of Conceptual Learning in K-12 Computer Science ClassroomsProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432460(31-37)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432460
Hogenboom SHermans FVan der Maas H(2021)Computerized adaptive assessment of understanding of programming concepts in primary school childrenComputer Science Education10.1080/08993408.2021.191446132:4(418-448)Online publication date: 16-Apr-2021
https://doi.org/10.1080/08993408.2021.1914461

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