Teachers’ understanding of assessing computational thinking

Abstract

Background and context: Assessment is one of the challenges related to the introduction of Computational thinking (CT) in compulsory education. Objective: This study aims to explore teachers’ understanding of CT assessment and the associated possibilities and challenges when CT is integrated into school subjects like mathematics and science. Method: We conducted interviews with teachers from Norway and Finland, where CT is included in the national core curricula. The interviews were analysed thematically by adapting a framework for CT integration into subjects. Findings: Teachers found CT assessment to be challenging, due to its broader scope beyond coding. Formative assessment was found to be suitable for assessing CT, whereas national exams could become prescriptive amid assessment uncertainties. Implications: Definitions of CT and vague curricular goals are not enough for teachers to assess CT. Professional development or clearer assessment guidelines could ameliorate the difficulties with assessing CT.