Enhancing A Holistic Approach Towards Computational Thinking Assessment in Education
Jenice Lynch, Tom Stokke, Amber Adgerson, Emanuel S. Grant · 2025
Today, students face complex problems that require critical thinking skills, closely aligned with computational thinking concepts. It is increasingly important for students to shift from being passive consumers of content to actively creating content, using technology to address challenges. This shift has driven efforts to integrate computational thinking as a fundamental skill in K-12 educational programs. It is believed by incorporating computational thinking in the curriculum students will be better equipped to take on the challenges of the digital age. This belief is attributed to the fact that computational thinking includes a variety of problem-solving abilities like breaking down tasks, recognizing patterns, simplifying concepts, and thinking algorithmically. This study employs a systematic thematic synthesis approach, combining diverse research methodologies and using thematic analysis to explore effective strategies for assessing computational thinking in non-programming contexts. Literature advocates embedding computational thinking in K-12 education not only to prepare students for STEM careers but also to equip them with essential skills for problem-solving and decision-making in everyday life. The results indicate using assessments that combine short practical tasks along with multiple-choice and short-answer questions, offer an effective way to measure computational thinking skills, ensuring comprehensive evaluation and meaningful learning outcomes.