This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.
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.
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.
We articulate a framework for using computational modeling to coherently integrate the design of science and engineering curricular experiences.
In this paper, we discuss the development of and results from a validated CT Practices assessment for 4th-6th grade students.
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…
This article describes how ECD was used to develop CT assessments for primary students in Hong Kong and secondary students in the United States.
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.