Abstract
This chapter describes the development and validation of TechCheck, a novel instrument for rapidly assessing computational thinking (CT) skills in 5-9 years old children. TechCheck assessments can be administered in classroom or online settings regardless of whether students have prior knowledge of coding. This assessment probes six domains of CT described by Bers (2018) as developmentally appropriate for young children including algorithms, modularity, control structures, representation, hardware/software, and debugging. TechCheck demonstrates good psychometric properties and can readily distinguish among young children with different CT abilities.
TopIntroduction
Numerous studies have demonstrated that children as young as four years of age are capable of learning to code (Kazakoff & Bers, 2014; Bers, 2018; Clements & Gullo, 1984; Strawhacker & Bers, 2018). In the process of acquiring coding skills, children often simultaneously develop a set of thought processes known as computational thinking (CT) that are useful for framing and solving problems using computers and other technologies (Wing, 2006; Wing 2011). CT is valuable for coding but also applicable to other disciplines including problem-solving in everyday life. Promoting the acquisition of CT is accordingly one of the goals of computer science (CS) education (Grover & Pea, 2013; Lye & Koh, 2014; NRC, 2011). One of the challenges to achieving this goal has been the lack of availability of suitable instruments for assessing CT skills in young children (Lockwood & Mooney, 2018; Grover & Pea, 2013; Lee et al., 2011; Román-González et al., 2019). A reliable and validated CT assessment tool can be used to monitor young students’ CT progress and allow educators to gauge the effectiveness of CS lessons. CT assessment can also be used to identify students in need of extra support as well as those with exceptional talents. CT assessment can provide new insights into how children’s CT abilities develop and can assist in the development of new curricula and best practices for CS education.
Challenges of CT Assessment in Young Children
Assessing CT in young children requires taking into account stages of cognitive development. A young child’s literacy, numeracy, and abstract reasoning undergo gradual development (Piaget, 1971). Their developmental stage can impact their ability to understand certain CS concepts and their readiness for CT assessment (Chen et al., 2017). A kindergarten student may not be able to fully understand CT principles such as “if-then” conditionals (Barrouillet & Lecas, 1999; Janveau-Brennan & Markovits, 1999; Muller et al., 2001). Aspects of abstract representations such as programming variables may be inaccessible to them. They may express magical thinking as an explanation for the action of computers and other technology (Flavell et al., 1993; Mioduser et al., 2009). These and other constraints may affect the design and implementation of CT assessments for young children.
Instruments for assessing CT in older students and adults have existed for some time (Fraillon at al., 2018; Werner at al., 2012; Chen at al., 2017). A common approach involves the use of coding exercises that are designed to elicit the same type of logic and reasoning that is involved in programming. However, coding-based assessments require prior knowledge of a coding language and can conflate coding ability with CT skills (Yadav et al., 2017). Assessments that require knowledge of coding cannot readily be used to assess baseline CT abilities in coding-naive students. In addition, research with older children has indicated that coding can become automatic. Therefore, coding exercises may not be the most effective way to probe CT (Werner at al., 2014).
It is advantageous to be able to measure CT skills in children regardless of whether they have past knowledge or experience with computer programming (Grover et al., 2014). With this in mind, our group began exploring the use of code-free instruments to assess CT skills in children. Our basis for creating a coding-free CT assessment was the realization that CT is exercised in the context of many “unplugged” activities (Bell & Vahrenhold, 2018; Zapata-Cáceres et al., 2020). Unplugged activities typically involve puzzles, games and exercises that exemplify CS concepts without requiring explicit knowledge of coding or the use of computers (see Relkin & Strawhacker, Chapter 3). Unplugged activities have been used to teach CS concepts for over two decades (e.g., CSUnplugged.com; code.org) and in recent years have started to be used for the purposes of assessment. It has been argued that unplugged assessments offer advantages because they do rely on a particular computer language or curricula and are therefore purer reflections of CT abilities (Dagiene & Futschek, 2008).
Key Terms in this Chapter
KIBO: A screen-free programmable robotics kit for young children with blocks, sensors, modules, and art platforms.
TechCheck: A “unplugged” assessment of Computational Thinking (CT) designed for children in kindergarten, first and second grades. TechCheck- K is for kindergarteners, TechCheck-1 is for first graders, and TechCheck-2 is for second graders The TechCheck assessments can be used to assess CT regardless of a child’s familiarity with coding.
CAL-KIBO: A KIBO robotics coding curriculum appropriate for children in preschool through second grade that combines teaching programming skills, self-expression, and literacy.
ScratchJr: A free block-based programming application for young children.
Powerful Ideas: Skills within a domain or discipline that are individually meaningful and change how we think or perceive the world and problem solve. Bers’ seven powerful operationalize domains of CT that are developmentally appropriate for young children.
TACTIC-KIBO: A CT measure that requires knowledge of coding with the KIBO robot. The assessment classifies children into one of four programming proficiency levels.
Unplugged: Describes activities such as games and puzzles that aid the teaching and learning of computer science but without requiring the use of computers and other technologies.