The Role of Evidence Centered Design and Participatory Design in a Playful Assessment for Computational Thinking About Data
10:45 AM - 11:10 AM
Sat Mar 14, 2020


The K-12 CS Framework provides guidance on what concepts and practices students are expected to know and demonstrate within different grade bands. For these guidelines to be useful in CS education, a critical next step is to translate the guidelines to explicit learning targets and design aligned instructional tools and assessments. Our research and development goal in this paper is to design a playful, curriculum-neutral assessment aligned with the 'Data and Analysis' concept (grades 6-8) from the CS framework. Using Evidence Centered Design and Participatory Design, we present a set of assessment guidelines for assessing data and analysis, as well as a set of design considerations for integrating data and analysis across middle school curricula in CS and non-CS contexts. We outline these contributions, describe how they were applied to the development of a game-based formative assessment for data and analysis, and present preliminary findings on student understanding and challenges inferred from student gameplay.

Satabdi Basu CS Education Researcher, SRI International
Betsy Disalvo Assistant Professor, Georgia Tech
Daisy Rutstein Senior Educational Researcher, SRI International
Yuning Xu Data Scientist, Kidaptive, Inc.
Jeremy Roschelle Executive Director, Digital Promise
Nathan Holbert Columbia University

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