ABSTRACT

We describe the use of think alouds to examine substantive processes involved in performance on a formative assessment of computational thinking (CT) designed to support self-regulated learning (SRL). Our task design model included three phases of work on a computational thinking problem: forethought, performance, and reflection. The cognitive processes of seven students who reported their thinking during all three phases were analyzed. Ratings of artifacts of code indicated the computational thinking problem was moderately difficult to solve (M = 15, SD = 5) on a scale of 0 to 21 points. Profiles were created to illustrate length and sequence of different types of cognitive processes during the think-aloud. Results provide construct validity evidence for the tasks as formative assessments of CT, elucidate the way learners at different levels of skill use SRL, shed light on the nature of computational thinking, and point out areas for improvement in assessment design.

摘要

我们描述了大声使用思维来检查旨在支持自我调节学习（SRL）的计算思维（CT）形成性评估上表现所涉及的实质性过程。我们的任务设计模型包括关于计算思考问题的三个阶段的工作：前瞻性，性能和反思。分析了七个学生在所有三个阶段中报告其思维的认知过程。代码工件的等级表明计算思维问题在0到21分的等级上中等难于解决（M = 15，SD = 5）。创建配置文件以说明思考期间不同类型认知过程的长度和顺序。结果为CT的形成性评估提供了任务的构造效度证据，