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Assessing Computational Thinking Across the Curriculum

  • Julie MuellerEmail author
  • Danielle Beckett
  • Eden Hennessey
  • Hasan Shodiev
Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII)

Abstract

Computational thinking (CT) refers to a set of processes through which people arrive at solutions to problems using principles based in computer science. A CT approach to problem-solving is increasingly valuable in education and workplace settings as the economy grows more dependent on digital literacy. Given the importance of CT, it is essential to assess these skills. However, a reliable assessment tool is absent from the current literature. This chapter, therefore, defines CT across the Ontario (Canada) Elementary School curriculum in elementary classrooms and addresses the need for effective instructional strategies and assessment of CT-related problem-solving abilities. Finally, we establish where CT concepts and skills already exist or are missing from the curriculum and suggest a workable tool to assess CT based on existing literature.

Keywords

Assessment of problem-solving Computational thinking (CT) Curriculum expectations Elementary education 

Notes

Acknowledgments

The research discussed in this chapter is supported by a Social Science and Humanities Research Council Insight Development Grant.

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Julie Mueller
    • 1
    Email author
  • Danielle Beckett
    • 2
  • Eden Hennessey
    • 1
  • Hasan Shodiev
    • 1
  1. 1.Wilfrid Laurier UniversityWaterlooCanada
  2. 2.Brock UniversitySt. CatharinesCanada

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