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Home » Archives for Satabdi Basu
Satabdi Basu

Satabdi Basu

Senior Education Researcher, SRI Education
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Publications

STEM and computer science education publications May 30, 2022

Global Benchmarking of Computational Thinking Education in Primary Schools

Katrina Laguarda, Linda Shear, Satabdi Basu

This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.

Education & learning publications May 1, 2021

Scaling Up Coolthink@JC Implementation Study Baseline Report

Katrina Laguarda, Linda Shear, Satabdi Basu, Haiwen Wang

CoolThink’s co-creators, led by the Hong Kong Jockey Club Charities Trust (HKJC), have undertaken an ambitious initiative to take CoolThink to scale within Hong Kong, supporting high-quality adoption in 200 primary schools and laying a foundation throughout the system for more widespread adoption.

Education & learning publications February 1, 2021

Building Teacher Capacity in K–12 Computer Science by Promoting Formative Assessment Literacy

Satabdi Basu, Daisy Wise Rutstein, Carol E. Tate

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…

Education & learning publications February 1, 2021

Practice Guide: Applying a Principled Approach to Develop and Use K–12 Computer Science Formative Assessments

Satabdi Basu, Daisy Wise Rutstein, Carol E. Tate

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.

Education & learning publications December 1, 2020

Using Computational Modeling to Integrate Science and Engineering Curricular Activities

Satabdi Basu

We articulate a framework for using computational modeling to coherently integrate the design of science and engineering curricular experiences.

Education & learning publications February 25, 2020

A principled approach to designing a computational thinking practices assessment for early grades

Satabdi Basu, Daisy Wise Rutstein, Linda Shear

In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.

Education & learning publications December 3, 2019

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Satabdi Basu

Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a number of STEM domains…

Education & learning publications May 31, 2019

Leveraging Evidence-Centered design to develop assessments of Computational Thinking practices

Daisy Wise Rutstein, Satabdi Basu, Howard Everson

This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States.

Education & learning publications December 1, 2018 Conference Proceeding

A Principled Approach to Designing Assessments That Integrate Science and Computational Thinking

Satabdi Basu

There is increasing interest in broadening participation in computational thinking (CT) by integrating CT into precollege STEM curricula and instruction. Science, in particular, is emerging as an important discipline to support integrated learning. This highlights the need for   carefully designed assessments targeting the integration of science and CT to help teachers and researchers gauge students’ proficiency with integrating the disciplines. We describe a principled design process to develop assessment tasks and rubrics that integrate concepts and practices across science, CT, and computational modeling. We conducted a pilot study with 10 high school students who responded to integrative assessment tasks as part of a physics-based computational modeling unit. Our findings indicate that the tasks and rubrics successfully elicit both Physics and CT constructs while distinguishing important aspects of proficiency related to the two disciplines. This work illustrates the promise of using such assessments formatively in integrated STEM and computing learning contexts.

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