Scratch is increasingly popular, both as an introductory programming language and as a research target in the computing education research field. In this paper, we present a dataset of 250K recent Scratch projects from 100K different authors scraped from the Scratch project repository. We processed the projects' source code and metadata to encode them into a database that facilitates querying and further analysis. We further evaluated the projects in terms of programming skills and mastery, and included the project scoring results. The dataset enables the analysis of the source code of Scratch projects, of their quality characteristics, and of the programming skills that their authors exhibit. The dataset can be used for empirical research in software engineering and computing education.@en

Computer programming is being introduced in schools worldwide as part of a movement that promotes Computational Thinking (CT) skills among young learners. In general, learners use visual, block-based programming languages to acquire these skills, with Scratch being one of the most popular ones. Similar to professional developers, learners also copy and paste their code, resulting in duplication. In this paper we present the findings of correlating the assessment of the CT skills of learners with the presence of software clones in over 230,000 projects obtained from the Scratch platform. Specifically, we investigate i) if software cloning is an extended practice in Scratch projects, ii) if the presence of code cloning is independent of the programming mastery of learners, iii) if code cloning can be found more frequently in Scratch projects that require specific skills (as parallelism or logical thinking), and iv) if learners who have the skills to avoid software cloning really do so. The results show that i) software cloning can be commonly found in Scratch projects, that ii) it becomes more frequent as learners work on projects that require advanced skills, that iii) no CT dimension is to be found more related to the absence of software clones than others, and iv) that learners-even if they potentially know how to avoid cloning-still copy and paste frequently. The insights from this paper could be used by educators and learners to determine when it is pedagogically more effective to address software cloning, by educational programming platform developers to adapt their systems, and by learning assessment tools to provide better evaluations.@en