Designing formative assessments of early childhood computational thinking
Bibliographic Data
| ID | 12136706 |
|---|---|
| Authors | Jody Clarke‐Midura (0000-0001-5434-0324, Utah State University, corresponding author), Victor R Lee (0000-0001-6434-7589, Stanford University), Jessica F Shumway (0000-0001-7655-565X, Utah State University), Deborah Silvis (0000-0001-5139-9048, Utah State University), Joseph S Kozlowski (0000-0003-4163-2955, Utah State University), Rebecca Peterson (0000-0002-6657-0175, Utah State University) |
| Year | 2023 |
| Volume | 65 |
| Pages | 68-80 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2023.05.013 |
| OpenAlex | W4380990452 |
| Language | EN |
| Citations received | 4 |
| References cited | 24 |
With growing interest in supporting the development of computational thinking (CT) in early childhood, there is also need for new assessments that serve multiple purposes and uses. In particular, there is a need to understand the design of formative assessments that can be used during classroom instruction to provide feedback to teachers and children in real-time. In this paper, we report on an empirical study and advance a new unit of observational analysis for formative assessment that we call an indicator of a knowledge refinement opportunity or as a shorthand, KRO indicators. We put forth a new framework for conceptualizing the design of formative assessments that builds on the Evidence Centered Design framework but centers identification and analysis of indicators of knowledge refinement opportunities. We illustrate a number of key indicators through empirical examples drawn from video recordings of Kindergarten classroom lessons
Computer security · Empirical evidence · Empirical research · Formative assessment · Identification (biology · Key (lock · Mathematics education · Observational study · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Medicine · Psychology · Teaching and Learning Programming
Misconceptions Reconceived
Classroom assessment and pedagogy
Refutation Text in Science Education
Problem solving by 5–6 years old kindergarten children in a computer programming environment
Implications of Evidence‐Centered Design for Educational Testing
Accommodation of a scientific conception
Teacher’s Role in Fostering Preschoolers’ Computational Thinking
A cognitive definition of computational thinking in primary education
Assessing computational thinking
Reliability Generalization
Applying Levels of Abstraction to Mathematics Word Problems
Validity by Design
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |