A5029499911- Teaching and Learning Programming
- Educational Games and Gamification
- Innovative Teaching and Learning Methods
- Intelligent Tutoring Systems and Adaptive Learning
- Educational Research and Pedagogy
- Model-Driven Software Engineering Techniques
- Software Testing and Debugging Techniques
- Gender and Technology in Education
- Bayesian Modeling and Causal Inference
- Educational Assessment and Pedagogy
- Science Education and Pedagogy
- Genetics, Bioinformatics, and Biomedical Research
- Higher Education Learning Practices
- Statistics Education and Methodologies
- Software Engineering Techniques and Practices
- Student Assessment and Feedback
- Teacher Education and Leadership Studies
- Online Learning and Analytics
- Child Development and Digital Technology
- AI-based Problem Solving and Planning
- Education and Critical Thinking Development
- Open Education and E-Learning
- Educational Technology and Assessment
- Spatial Cognition and Navigation
- Collaborative Teaching and Inclusion
SRI International
2013-2022
Menlo School
2013-2022
American Educational Research Association
2016
University of Maryland, College Park
2007-2008
Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations examinees fair. It reduces variation in irrelevant testing procedures that could advantage some and disadvantage others. However, recent attention making assessment accessible more diverse population students highlights situations which tests identical for all can procedure less fair: Equivalent surface conditions may not provide equivalent evidence about examinees. Although accommodations are...
As K-12 computer science (CS) initiatives scale throughout the U.S., educators face increasing pressure from their school systems to provide evidence about student learning on hard-to-measure CS outcomes. At same time, researchers studying curriculum implementation and want reliable measures of how students apply knowledge. This paper describes a two-year validation study focused end-of-unit cumulative assessments for Exploring Computer Science, an introductory high curriculum. To develop...
Nationwide, efforts are focusing on taking computer science (CS) to scale in high school classrooms through the Exploring Computer Science (ECS) and AP CS Principles (CSP) courses. Recent inroads also being made take structured introductory curricula middle classrooms. Often, a starting point for teaching is discussion around seemingly simple question "What computer?" The aimed help learners understand debate what makes computer. This paper reports our analysis of (a) students' discussions...
The last decade has seen rapid growth in the presence of computational thinking (CT) educational contexts. Those working to advance CT argue that concepts and skills associated with are e...
Background and Context: In today’s increasingly digital world, it is critical that all students learn to think computationally from an early age. Assessments of Computational Thinking (CT) are essential for capturing information about student learning challenges. When programming used as a vehicle foster CT skills, assessment skills needs measure understanding concepts alongside general problem-solving practices applicable in contexts beyond programming.Objective: this paper, we discuss the...
This study investigated patterns in the development of computational thinking practices context Exploring Computer Science (ECS) program, a high school introductory CS course and professional program designed to foster deep engagement through equitable inquiry around concepts. Past research indicates that personal relevance ECS experience influences students' expectancy-value towards computer science. Expectancy-value is construct predictive career choices. We extended our examine whether...
In today's increasingly digital world, it is critical that all students learn to think computationally from an early age. Assessments of Computational Thinking (CT) are essential for capturing information about student learning and challenges. Several existing K-12 CT assessments focus on concepts like variables, iterations conditionals without emphasizing practices algorithmic thinking, reusing remixing, debugging. this paper, we discuss the development results a validated Practices...
Multisample measured variable path analysis is used to test whether causal/structural relations among variables differ across populations. Several invariance testing approaches are available for assessing cross-group equality of such relations, but the associated statistics may vary considerably methods. This study a population analysis, examining five different strategies using an illustrative model. The results demonstrate how inferences about parameters populations can depend greatly upon...
Computational thinking is a core skill in computer science that has become focus of instruction primary and secondary education worldwide. Since 2010, researchers have leveraged Evidence-Centered Design (ECD) methods to develop measures students’ Thinking (CT) practices. This article describes how ECD was used CT assessments for students Hong Kong the United States. We demonstrate leveraging yields principled design developing hard-to-assess constructs and, as part process, creates reusable...
The rapid expansion of K-12 CS education has made it critical to support teachers, many whom are new teaching CS, with the necessary resources and training strengthen their understanding concepts how effectively teach CS. teachers often tasked different curricula using programming languages in grades or during school years, tend receive professional development (PD) for each curriculum they required teach. This leads a lack deep underlying address same ways. Empowering develop standards, use...
The K-12 CS Framework provides guidance on what concepts and practices students are expected to know demonstrate within different grade bands. For these guidelines be useful in education, a critical next step is translate the explicit learning targets design aligned instructional tools assessments. Our research development goal this paper playful, curriculum-neutral assessment with 'Data Analysis' concept (grades 6-8) from framework. Using Evidence Centered Design Participatory Design, we...
“Telling” can be an effective tool in helping students engage intellectually demanding argumentation and productive behavior.