Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study

• Published in: Informatics in education Vol. 18; no. 1; pp. 17 - 39
• Main Authors: Da Cruz Alves, Nathalia, Gresse von Wangenheim, Christiane, Hauck, Jean Carlo Rossa
• Format: Journal Article
• Language: English
• Published: Vilnius Vilniaus Universiteto Leidykla 01.01.2019; Vilnius University Press; Institute of Mathematics and Informatics; Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences; Vilnius University
• Subjects: Algorithms; assessment; BASIC (programming language); block-based visual programming language; code analysis; Competence; Computation; Computational Thinking; Computer programming; Computer Science; Computer Science Education; Computer Software; Course Content; Education; Education and training; Educational Assessment; Educational Facilities Improvement; Educational Technology; Electronic Learning; Elementary Secondary Education; Feedback (Response); Grading; Higher Education; Information Architecture; Information Science; K-12 education; Learning; Learning Activities; Learning Processes; Mapping; Outcomes of Education; Performance Based Assessment; Programming Languages; Students; Summative Evaluation; Thinking Skills; Visual programming languages; World Problems; code analysis; computational thinking; assessment; blockbased visual programming language; K12 education
• ISSN: 1648-5831; 2335-8971
• DOI: 10.15388/infedu.2019.02

As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment tools can support teachers with their assessment and grading as well as guide students throughout their learning process. Although being already widely used in higher education, it remains unclear if such approaches exist for K-12 computing education. Thus, in order to obtain an overview, we performed a systematic mapping study. We identified 14 approaches, focusing on the analysis of the code created by the students inferring computational thinking competencies related to algorithms and programming. However, an evident lack of consensus on the assessment criteria and instructional feedback indicates the need for further research to support a wide application of computing education in K-12 schools.