Assessment of Computational Thinking Skills: A Systematic Review of the Literature

• Rene Fabián Zúñiga Muñoz ^[1] ; Julio Ariel Hurtado Alegría ^[1] ; Gregorio Robles ^[2]
  1. [1] Universidad del Cauca

     Universidad del Cauca

     Colombia

     
  2. [2] Escuela Superior de Ingeniería de Telecomunicación, University Rey Juan Carlos, Madrid, Spain
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 18, Nº. 4, 2023, págs. 319-330
• Idioma: inglés
• DOI: 10.1109/RITA.2023.3323762
• Texto completo no disponible (Saber más ...)
• Resumen

  • Context In many countries, it is now important to integrate learning-oriented views to foster computational thinking (CT) in the classroom. This has inspired ideas for new lesson plans, instructional strategies, teacher guidance, and, most importantly, new approaches to grading these skills. Aim: This article presents the results of a systematic review initially focused on identifying the various ways of assessing CT in school and their relationship to relevant CT skills. Method: We conducted a systematic review of the literature to assess CT in schools. This review applied a semi-automatic search for specific terms within the selected papers. These terms came from the analysis of several established definitions of CT. Results: We present a set of the most representative competencies and concepts developed in various experiences, in which the main topic is the assessment of CT, as well as some that have not been developed and that may be the subject of future works. Conclusions: The evaluation of CT in the school requires multiple approaches; it is a challenge to have a single method or strategy to evaluate everything that CT implies.

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