The measurement of Computational Thinking performance using multiple-choice questions
Yerkhan Mindetbay, Christian Bokhove, John Woollard · ePrints Soton (University of Southampton) · 2019
This study investigates the measurement of computational thinking performance of secondary school students using multiple-choice questions. The sample group of 775 grade eight students are drawn from 28 secondary schools across Kazakhstan. Students responded to a Computational Thinking Performance test of 50 multiple-choice questions. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are determined using an Item Response Theory model.The item difficulty and discrimination coefficients are calculated, and the item characteristic curves for each question and test information functions for each quiz are generated.The results of the study show that the multiple-choice question assessment is a valid and reliable tool to measure computational thinking performance of students.