At present, research on computational thinking in universities is gaining interest, and more attention is being paid to the cultivation and teaching of computational thinking. However, there is a lack of computational thinking assessment tools for college students, which makes it difficult to understand the current status and development of their computational thinking. In this study, computational thinking is regarded as the ability to solve practical problems. By analyzing the relevant literature, we identified five dimensions of computational thinking – decomposition, generalization, abstraction, algorithm and evaluation – and described their operational definitions. Referring to the Bebras and the problem situations in Google computational thinking education, we set up a life-based situation that college students are familiar with. Based on the life story situation, we developed a multidimensional assessment for college students’ computational thinking. This assessment tool contains 14 items, all of which are multiple-choice questions, and the structure and quality of the tool are verified by multidimensional item response theory. The results show that the assessment tool has good internal validity and can discriminate different disciplines of college students. The college students’ computational thinking test developed in this study can be used as an effective tool to assess college students’ computational thinking.

目前，高校对计算思维的研究越来越受到关注，计算思维的培养和教学也越来越受到重视。然而，大学生计算思维评估工具缺乏，难以了解大学生计算思维的现状和发展。在本研究中，计算思维被视为解决实际问题的能力。通过分析相关文献，我们确定了计算思维的五个维度——分解、概括、抽象、算法和评估——并描述了它们的操作定义。参考贝布拉斯和谷歌计算思维教育中的问题情境，我们建立了一个大学生熟悉的生活情境。基于生活故事情境，我们开发了针对大学生计算思维的多维评估。本测评工具共14道题，均为选择题，工具的结构和质量均经过多维题库反应理论的验证。结果表明，该测评工具具有良好的内部效度，可以区分不同学科的大学生。本研究开发的大学生计算思维测试可以作为评估大学生计算思维的有效工具。并通过多维项目响应理论验证了工具的结构和质量。结果表明，该测评工具具有良好的内部效度，可以区分不同学科的大学生。本研究开发的大学生计算思维测试可以作为评估大学生计算思维的有效工具。并通过多维项目响应理论验证了工具的结构和质量。结果表明，该测评工具具有良好的内部效度，可以区分不同学科的大学生。本研究开发的大学生计算思维测试可以作为评估大学生计算思维的有效工具。