面向过程的计算思维评价研究:基于证据的视角

Process-oriented Computational Thinking Evaluation Research:An Evidence-based Perspective

科学有效的评价是计算思维研究领域的关键问题,但目前计算思维评价混淆编程能力与计算思维能力,而且缺少表明评价结论的高质量过程性证据,因此,制定一项有效和可信的计算思维评价工具仍然是一项挑战。文章采用以证据为中心的设计方法开发了面向过程的计算思维评价工具,以抽象、算法、表征、泛化和评估作为计算思维的关键维度,通过学生问题解决时思维过程的证据评价学生真实计算思维能力,并拟合Rasch模型对评价工具进行有效性验证。数据拟合结果表明开发的评价工具能够有效测量学生的计算思维,具有良好的心理测量特性。此外,应用结果表明学生计算思维的抽象技能得分最高,表征技能得分最低,性别对计算思维无显著性影响,年级对学生计算思维表现有显著的不同影响。该研究为计算思维评价提供了新的研究思路,有利于促进计算思维教育的发展。

Scientific and effective evaluation is a key issue in the field of computational thinking research. However, the current computational thinking evaluation confuses programming ability and computational thinking ability, and lacks high-quality procedural evidence to indicate the evaluation findings. Therefore, it is still a challenge to develop an effective and credible computational thinking evaluation tool. This paper adopts an evidence-centered design method to develop a process-oriented computational thinking evaluation tool, which uses abstraction, algorithm, representation, generalization,and evaluation as the key dimensions of computational thinking, evaluates students’ real computational thinking ability through the evidence of their thinking processes during problem solving, and fits a Rasch model to validate its validity. The data fitting results indicate that the developed evaluation tool can effectively measure students’ computational thinking and has good psychometric properties. In addition, the application results show that students score the highest in abstract skills and the lowest in representational skills in computational thinking. There is no significant effect of gender on computational thinking, and the grade has a significantly different effect on students’ performance of computational thinking. This study provides a new research idea for the evaluation of computational thinking, which is beneficial to promote the development of computational thinking education.