Abstract:

Computational thinking (CT) has recently become an important learning outcome for computer science courses, but it might be relevant also for other school subjects. Only a few countries (such as UK) have introduced a dedicated course on CT or included it as a part of the existing computing courses, while other countries the dominant approach has been integration of CT into mathematics or other relevant subjects. One potential way of teaching CT is embedding it to STEAM subjects: science, technology, engineering, arts and mathematics. CT and STEAM subjects share a symbiotic relationship through a shared goal: development of problem-solving and critical thinking skills. Computational thinking, with its focus on algorithmic processes and logical reasoning, aligns seamlessly with the analytical aspects of STEAM disciplines. Integrating these concepts enhances students' ability to approach challenges holistically, fostering creativity, innovation, and interdisciplinary connections. While teaching those concepts together seem like a good fit, it also raises the question of assessing the development of both CT and STEAM related knowledge.

This study summarizes the results of an international project that aimed to design a smartphone application for assessment of CT in the context of various STEAM project-based learning scenarios. Two research questions were guiding our study:
1) What kind of criteria and scales would be suitable for CT assessment rubrics in a context of STEAM education projects?
2) What characteristics, structure and application scenarios do users expect from such a CT assessment tool?

This paper summarises the results of a design-based research that produced a prototype of a rubric-based assessment app MACTA and its validation process with a panel of experts. The research included three design cycles all together. First of them utilized goal-directed design principles, involving the creation of personas and scenarios that laid the foundation for the assessment tool. The second design cycle focused on refining the scenarios and introducing an initial assessment rubric. Based on the first two design cycles, a prototype of the assessment tool was created that was validated through a nominal group technique, incorporating the perspectives of experienced teachers, teacher educators, and researchers.

In conclusion, this research contributes valuable insights to the development of a user-friendly computational thinking assessment tool within the context of STEAM education.

Keywords:

STEAM, computational thinking, assessment.