The state of the field in computational thinking assessment

Mike Tissenbaum, Josh Sheldon, Mark Sherman, David Weintrop, Kemi Jona, Michael Stephen Horn, Uri Wilensky, Satabdi Basu, Daisy Rutstein, Eric Snow, Linda Shear, Shuchi Grover, Irene Lee, Eric Klopfer, Debora Lui, Gayithri Jayathirta, Mia Shaw, Yasmin B. Kafai, Deborah A. Fields, Nichole PinkardCaitlin K. Martin, Sheena Erete, Eni Mustafaraj, Clara Sorensen, Will Temple, R. Benjamin Shapiro, Rogers Hall

Research output: Contribution to journalConference articlepeer-review

3 Scopus citations


While interest in computational thinking (CT) education has grown globally in the past decade, there lacks a single unified definition of CT. This can pose significant challenges for researchers, teachers, and policy makers trying to decide which assessment methods are appropriate for their specific CT interventions. Rather than trying to create a single unified definition of CT, this symposium brings together a broad spectrum of leading CT researchers to share what CT means for them, how it influenced their learning designs, and the methods for assessing CT learning. This interactive session will showcase these different views of CT in a single place and serve as a rich opportunity for comparison and discussion.

Original languageEnglish (US)
Pages (from-to)1304-1311
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Issue number2018-June
StatePublished - 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


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