Computational thinking (CT) is a set of cognitive skills that every child should acquire. K–12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery, in which three broad skill types were identified to represent CT competency. After multiple-choice item prototypes were written, pilot tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Midwestern United States. Using a cognitive diagnostic scoring model, mastery classifications for each student were determined that can be used diagnostically by teachers as a pretest and, perhaps in the future, to compare the outcomes of CT instructional programs. The results inform an initial understanding of typical learning progressions in CT at the middle school level.

中文翻译：

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认知诊断模型在计算思维评估中的应用

计算思维 (CT) 是每个孩子都应该掌握的一套认知技能。K-12 教室应该为学生提供计算思考的机会（任务）。我们为中学生引入 CT 能力评估。评估设计过程从建立 CT 领域掌握的认知模型开始，其中确定了三种广泛的技能类型来代表 CT 能力。经过多项选择题原型的编写、试点测试和修订，最终选出其中的 15 份对美国中西部两所中学的 564 名学生进行管理。使用认知诊断评分模型，确定了每个学生的掌握程度分类，教师可以将这些分类用作预测试，也许在未来，比较 CT 教学计划的结果。这些结果有助于初步了解中学阶段 CT 的典型学习进展。