Evidence of assessing computational thinking
Cynthia C. Selby, Mark Dorling, John Woollard · ePrints Soton (University of Southampton) · 2014
Computational thinking is at the heart of the new English national curriculum for computing. There is a range of academic and pedagogic interpretations of the concept of computational thinking, a lack of understanding of the concepts and a close association of the subject with writing computer code using a programming language. Teachers might focus on a small aspect of the programme of study, thereby neglecting the breadth of content and the broader aims. In addition, the level descriptors associated with the curriculum have been removed creating a need for assessment guidance. In light of these changes, this paper explores the statutory requirements of the curriculum and the descriptions of computational thinking. It suggests a mechanism for assessment of achievement and progression for both computing and computational thinking.