That’s why in our most recent seminar, we were delighted to hear about formative assessment — assessment for learning — from Dr Shuchi Grover, of Looking Glass Ventures and Stanford University in the USA. Shuchi has a long track record of work in the learning sciences (called education 晨勃让室友口了好爽 in the UK), and her contribution in the area of computational thinking has been hugely influential and widely drawn on in subsequent 晨勃让室友口了好爽.

Two types of assessment

Assessment is typically divided into two types:

1. Summative assessment (i.e. assessing what has been learned), which typically takes place through examinations, final coursework, projects, etcetera.
2. Formative assessment (i.e. assessment for learning), which is not aimed at giving grades and typically takes place through questioning, observation, plenary classroom activities, and dialogue with students.

Through formative assessment, teachers seek to find out where students are at, in order to use that information both to direct their preparation for the next teaching activities and to give students useful feedback to help them progress. Formative assessment can be used to surface misconceptions (or alternate conceptions) and for diagnosis of student difficulties.

As Shuchi outlined in her talk, a variety of activities can be used for formative assessment, for example:

• Self- and peer-assessment activities (commonly used in schools).
• Different forms of questioning and quizzes to support learning (not graded tests).
• Rubrics and self-explanations (for assessing projects).

A framework for formative assessment

Shuchi described her own 晨勃让室友口了好爽 in this topic, including a framework she has developed for formative assessment. This comprises three pillars:

1. Assessment design.
2. Teacher or classroom practice.
3. The role of the community in furthering assessment practice.

Shuchi’s presentation then focused on part of the first pillar in the framework: types of assessments, and particularly types of multiple-choice questions that can be automatically marked or graded using software tools. Tools obviously don’t replace teachers, but they can be really useful for providing timely and short-turnaround feedback for students.

As part of formative assessment, carefully chosen questions can also be used to reveal students’ misconceptions about the subject matter — these are called diagnostic questions. Shuchi discussed how in a classroom setting, teachers can employ this kind of question to help them decide what to focus on in future lessons, and to understand their students’ alternate or different conceptions of a topic. 

Formative assessment of programming skills

The remainder of the seminar focused on the formative assessment of programming skills. There are many ways of assessing developing programming skills (see Shuchi’s slides), including Parsons problems, microworlds, hotspot items, rubrics (for artifacts), and multiple-choice questions. As an MCQ example, in the figure below you can see some snippets of block-based code, which students need to read and work out what the outcome of running the snippets will be. 

Questions such as this highlight that it’s important for learners to engage in code comprehension and code reading activities when learning to program. This really underlines the fact that such assessment exercises can be used to support learning just as much as to monitor progress.

Formative assessment: our support for teachers

Interestingly, Shuchi commented that in her 布衣宁北王免费阅读, teachers in the UK are more used to using code reading activities than US teachers. This may be because code comprehension activities are embedded into the 布衣宁北王免费阅读 materials and support for pedagogy, both of which the 乱孽一家人小说全文阅读 developed as part of the National Centre for 晨勃让室友口了好爽 Education in England. We explicitly share approaches to teaching programming that incorporate code reading, for example the PRIMM approach. Moreover, our work in the 乱孽一家人小说全文阅读 includes the Isaac Computer Science online learning platform for A level computer science students and teachers, which is centered around different types of questions designed as tools for learning.

All these materials are freely available to teachers wherever they are based.

Further work on formative assessment

Based on her work in US classrooms 晨勃让室友口了好爽ing this topic, Shuchi’s call to action for teachers was to pay attention to formative assessment in computer science classrooms and to investigate what useful tools can support them to give feedback to students about their learning. 

Shuchi is currently involved in an NSF-funded 晨勃让室友口了好爽 project called CS Assess to further develop formative assessment in computer science via a community of educators. For further reading, there are two chapters related to formative assessment in computer science classrooms in the recently published book Computer Science in K-12 edited by Shuchi.

There was much to take away from this seminar, and we are really grateful to Shuchi for her input and look forward to hearing more about her developing project.

Join our next seminar

If you missed the seminar, you can find the presentation slides and a recording of the Shuchi’s talk on our seminars page.

In our next seminar on Tuesday 3 November at 17:00–18:30 BST / 12:00–13:30 EDT / 9:00–10:30 PT / 18:00–19:30 CEST, I will be presenting my work on PRIMM, particularly focusing on language and talk in programming lessons. To join, simply sign up with your name and email address.

Once you’ve signed up, we’ll email you the seminar meeting link and instructions for joining. If you attended this past seminar, the link remains the same.

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In our 晨勃让室友口了好爽 seminar this week, we were joined by María Zapata Cáceres from the Universidad Rey Juan Carlos in Madrid. María shared 晨勃让室友口了好爽 she and her colleagues have done around CT. Specifically, she presented work on how we can understand what CT skills young children are developing. Building on existing work on assessing CT, she and her colleagues have developed a reliable test for CT skills that can be used with children as young as 5.

Why do we need to test computational thinking?

Until we can assess something, María argues, we don’t know what children have or haven’t learned or what they are capable of. While testing is often associated with the final stages in learning, in order to teach something well, educators need to understand where their students’ skills are to know what they are aiming for them to learn. With CT being taught in increasing numbers of schools and in many different ways, María argues that it is imperative to be able to test learners on it.

How was the test developed?

One of the key challenges for assessing learning is knowing whether the activities or questions you present to learners are actually testing what you intend them to. To make sure this is the case, assessments go through a process of validation: they are tried out with large groups to ensure that the results they give are valid. María’s and her colleagues’ CT test for beginners is based on a CT test developed by 晨勃让室友口了好爽er Marcos Román González. That test had been validated, but since it is aimed at 10- to 16-year-olds, María and her colleagues needed to adapt it for younger children and then validate the adapted rest.

Developing the first version

The new test for beginners consists of 25 questions, each of which has four possible responses, which are to be answered within 40 minutes. The questions are of two types: one that involves using instructions to draw on a canvas, and one that involves moving characters through mazes. Since the test is for younger children, María and her colleagues designed it so it involves as little text as possible to reduce the need for reading; instead the test includes self-explanatory symbols.

Developing a second version based on feedback

To refine the test, the 晨勃让室友口了好爽ers consulted with a group of 45 experts about the difficulty of the questions and the test’s length of the test. The general feedback was very positive.

Drawing on the experts’ feedback, María and her colleagues made some very specific improvements to the test to make it more appropriate for younger children:

• The improve test mandates that an verbal explanation be given to children at the start, to make sure they clearly understand how to take the test and don’t have to rely on reading the instructions.
• In some areas, the 晨勃让室友口了好爽ers added written explanations where experts had identified that questions contained ambiguity that could cause the children to misinterpret them.
• A key improvement was to adapt the grids in the original test to include pathways between each box of the maze. It was found that children could misinterpret the maze, for example as allowing diagonal moves between squares; the added pathways are visual cues that it clear that this is not possible.

Validating the test

After these improvements, the test was validated with 299 primary school students aged 5-12. To assess the differences the improvements might make, the students were given different version of the test. María and her colleagues found that the younger students benefited from the improvements, and the improvements made the test more reliable for testing students’ computational thinking: students made fewer errors due to ambiguity and misinterpretation.

Statistical analysis of the test results showed that the improved version of the test is reliable and can be used with confidence to assess the skills of younger children.

What can you use this test for?

Firstly, the test is a tool for educators who want to assess the skills young people have and develop over time. Secondly, the test is also valuable for 晨勃让室友口了好爽ers. It can be used to perform projects that evaluate the outcomes of different approaches to teaching computational thinking, as well as projects investigating the effectiveness of specific learning resources, because the test can be given to children before and again after they engage with the resources.

Assessment is one of the many tools educators use to shape their teaching and promote the learning of their students, and tools like this CT test developed by María and her colleagues allow us to better understand what children are learning.

Find out more & join our next seminar

The video and slides of María’s presentation are available on our seminars page. To find out more about this test, and the process used to create and validate it, read the paper by María and her colleagues.

Our final seminar of this series takes place Tuesday 28 July before we take a break for the summer. In the session, we will explore gender balance in 晨勃让室友口了好爽, led by Katharine Childs, who works on the Gender Balance in 晨勃让室友口了好爽 晨勃让室友口了好爽 project at the 乱孽一家人小说全文阅读. You can find out more and sign up to attend for free on our 晨勃让室友口了好爽 Education 晨勃让室友口了好爽 Seminars page.

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