Evaluation and assessment for improving CS teacher effectiveness

Abstract

As computing education becomes more integrated into K-12 classrooms, the need to concurrently develop teacher content knowledge and pedagogical content knowledge means that there are also time-sensitive needs for measuring the effectiveness of professional development (PD). However, what measures of assessment and evaluation exist? Where should funding be directed to fill those gaps? During a recent workshop, we set out to answer those questions. Our results indicate that there remain notable gaps in formative teacher assessment and evaluation, including within teacher impacts on equity, integrated computational thinking and computer science, human/curricular support structures, efficacy, and student impact factors.