This white paper highlights some of the challenges faced by current CS teachers and presents a call to action for states and school districts to support CS teacher capacity building through standards-aligned, sustained, scalable, and reusable teacher PD…
Practice Guide: Applying a Principled Approach to Develop and Use K–12 Computer Science Formative Assessments
In this practice guide, we show how to apply the five-step process outlined in the corresponding white paper to systematically develop or select formative assessment tasks and use them to inform instruction.
A principled approach to designing a computational thinking practices assessment for early grades
In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.
Leveraging Evidence-Centered design to develop assessments of Computational Thinking practices
This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States.
Getting Ready to Learn: Creating Effective, Educational Children’s Media
Getting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers. Based on years of meaningful data from the CPB-PBS Ready To Learn Initiative, chapters explore how to develop engaging, playful, and developmentally appropriate content. From Emmy-Award-winning series to randomized controlled trials, this book covers the media production, scholarly research and technological advances surrounding some of the country’s most beloved programming.
Studying Implementation of Secondary Introductory Computer Science: Preliminary Results (Abstract Only)
Education researchers have extensively studied how secondary teachers adopt and adapt new curriculum and new teaching practices, especially in science and mathematics. Their goals are often to learn ways to help teachers enact new pedagogical approaches, so the results inform teacher professional development, as well as building knowledge in the field.
Principled assessment of student learning in high school computer science
In the US, the new K12 CS Framework and aligned CSTA standards, and the Common Core State Standards and Next Generation Science Standards all include guidance related to computational thinking practices.
This reflects an orientation toward not just an internal, individual “thinking” but “ways of being and doing” that students should demonstrate when learning and exhibiting computer science knowledge, skills, and attitudes.
It represents the application of CS content knowledge via problem solving and inquiry-based methods.
Advice for Mathematical Argumentation
“Telling” can be an effective tool in helping students engage in intellectually demanding argumentation and productive behavior.
Computational thinking practices: Analyzing and modeling a critical domain in computer science education
SRI Authors: Daisy Wise Rutstein