Changing Culture in Robotics Classroom | NSF DRK12 Project 1418199
Assessing Computational Thinking Practices
Teachers interested in learning more about assessing CTP should read the full paper:
Assessment Design Patterns for Computational Thinking Practices
The Computation Thinking Practices framework is broken down to six assessment patterns:
Analyze the Effects of Developments in Computing
This design pattern asks student to recognize aspects of computers and computing. They will show an understanding of how computing has enabled innovations in various disciplines and in society as a whole and at the same time has given rise to ethical (e.g., privacy) and social justice (e.g., equal access) issues. They will also demonstrate a broad understanding of “intelligent” machines and the idea of networked systems.
Analyze Their Computational Work and the Work of Others
This design pattern supports the development of tasks in which students demonstrate that they can evaluate computational work (resulting in artifacts such as a program, program outputs, a website, or problem solution) and compare multiple computational artifacts. Students are able to recognize how different techniques can be used to solve problems or achieve computational goals in different ways.
Design and Apply Abstractions and Models
This design pattern supports the development of tasks in which students use ideas and representations that capture general to specific aspects, or patterns, of an entity or a process and the relationships/structures among entities or processes, including level of detail. This may include designing general solutions to problems or generalizing a specific solution to encompass a broader class of problems (functional abstraction).
Design and Implement Creative Solutions and Artifacts
This design pattern supports the development of tasks in which students translate novel ideas and problem solutions into computational solutions and artifacts. This design pattern encompasses steps of both problem solving and creative processes, including understanding, decomposing, exploring (e.g., by creating different representations of the problem with storyboards, flowcharts, and pseudocode), creating products that show one or more designed solutions and/or artifacts, and testing and improving the solution and or artifact.
Communicate Thought Processes and Results
Communicating about computational artifacts supports many phases of computational thinking. This design pattern supports the development of tasks in which students show that they can communicate the process and results of their work in a way that is appropriate for the particular audience. Students can articulate major themes and ideas related to computing in writing and orally supported by graphs, visualizations, and computational analysis.
Collaborate with Peers on Computational Activities
Collaborative problem-solving or collaborative design competency is the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem or design an artifact by sharing the understanding and effort required to come to a solution/design and pooling their knowledge, skills and efforts to reach that solution/design.