Measuring Secondary School Students’ Competence in Computational Thinking in ICILS 2018—Challenges, Concepts, and Potential Implications for School Systems Around the World

Abstract

Focusing on increasing relevance of researching teaching and learning computational thinking, this chapter elaborates on the international study ICILS 2018 (International Computer and Information Literacy Study, second cycle). In the scope of this international comparative study, a research module on computational thinking is, for the first time, being realized as an international option. Countries with education systems which are taking part in ICILS 2018 were able to choose whether they wanted to take part in this additional module. The option comprises computer-based tests, two test modules for each student, in the domain of computational thinking for Grade 8 students as well as additional computational-thinking-related questions and items in the study's questionnaires for students, teachers, school principals, and IT coordinators. This chapter introduces the research approach of the study and especially its approach to computational thinking from the perspective of educational school-related research. Since findings of the study will not be available until the end of 2019, the current chapter illustrates the study's theoretical and empirical approach and outlines what kind of results will for the first time feature within the scope of an international large-scale assessment. With regard to the aim of the study to provide, apart from basic research knowledge toward an in-depth understanding of computational thinking, information on the current situation and future perspectives of education systems around the world, examples of potential implications for schools and school systems will also be given.