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<p>In order to achieve broadening
participation in computer science and other careers related to computing,
middle school classrooms should provide students opportunities (tasks) to think
like a computer scientist. Researchers in computing education promote the idea
that programming skill should not be a pre-requisite for students to display
computational thinking (CT). Thus, some tasks that aim to deliberately elicit
students’ CT competency should be stand-alone tasks rather than coding
fluency-oriented tasks. Guided by this approach, this assessment design process
began by examining national standards in CT. A Q-matrix (i.e., item–attribute
alignment table) was then developed and modified using (a) literature in CT, (b)
input from subject-matter experts, and (c) cognitive interviews with a small
sample of students. After multiple-choice item prototypes were written,
pilot-tested, and revised, 15 of them were finally selected to be administered
to 564 students in two middle schools in the Mid-western US. Through cognitive
diagnostic modeling, the estimation results yielded mastery classifications or
subscores that can be used diagnostically by teachers. The results help
teachers facilitate students’ <i>mastery
orientations</i>, that is, to address the gap between what students know and
what students need to know in order to meet desired learning goals. By
equipping teachers with a diagnostic classification based assessment, this
research has the capacity to inform instruction which, in turn, will enrich
students’ learning experience in CT. </p>
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| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/9116855 |
| Date | 14 August 2019 |
| Creators | Tingxuan Li (7046627) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/The_Use_of_Cognitive_Diagnostic_Modeling_in_the_Assessment_of_Computational_Thinking/9116855 |
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