A Systematic Umbrella Review on Computational Thinking Assessment in Higher Education

A Systematic Umbrella Review on Computational Thinking Assessment in Higher Education

Zhang, X. (TU Delft Web Information Systems)
Aivaloglou, E.A. (TU Delft Web Information Systems)
Specht, M.M. (TU Delft Web Information Systems)

2024

Computational Thinking (CT) is considered a core 21st century digital skill. The aspect of assessment is crucial and knowing what, who, when, how, and where to assess is important for assessment design. In this study, we conducted an umbrella review to gain insights regarding CT assessment in higher education. In total, we analyzed 11 reviews, focusing on: (1) bibliographical and methodological characteristics of the reviews; (2) aspects relevant of assessment design, including a) assessed constructs, b) applied assessment methodologies, and c) assessment contexts. Our findings suggest an increased attention on this topic. However, hardly any reviews reasoned the selection of their review methodology, and most of the reviews did not thoroughly examine existing reviews. Regarding assessment design aspects, most reviews did not confine their scope to higher education; however, findings on interventions and educational settings show commonalities. We identified 120 unique assessed constructs and around 10 types of assessment methods. Though a combined use of distinct assessment methods is suggested in reviews, guidelines for appropriate assessment design are yet to be constructed. Based on the findings, we argue that it is necessary to explore different combinations of assessment design in various contexts to construct assessment guidelines.

assessment
computational thinking
higher education
umbrella review

http://resolver.tudelft.nl/uuid:f53afdd2-98e1-42ab-8308-82dbd64d076b

https://doi.org/10.20897/ejsteme/14175

2468-4368

European Journal of STEM Education, 9 (1)

Institutional Repository

review

© 2024 X. Zhang, E.A. Aivaloglou, M.M. Specht