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  1. Daisy Rutstein
  2. https://www.sri.com/about/people/daisy-wise-rutstein
  3. Senior Education Researcher
  4. Presenter’s NSFRESOURCECENTERS
  5. SRI International
  1. Marie Bienkowski
  2. https://www.sri.com/about/people/marie-bienkowski
  3. Deputy Director
  4. Presenter’s NSFRESOURCECENTERS
  5. SRI International
  1. Michelle Huynh
  2. Research Program Coordinator
  3. Presenter’s NSFRESOURCECENTERS
  4. SRI International
  1. Eric Snow
  2. https://www.sri.com/about/people/eric-snow
  3. Senior Education Researcher
  4. Presenter’s NSFRESOURCECENTERS
  5. SRI International

Computer Science in Secondary Schools (CS3): Studying Context, Enactment & Im...

NSF Awards: 1418149

2017 (see original presentation & discussion)

Grades 9-12

Computational thinking (CT) is an important set of 21st century knowledge and skills that has implications for the heavily technological world in which we live. Multiple industries indicate the under supply of those trained to be effective in the computer science (CS) workforce. In addition, there are increasing demands for broadening the participation in the CS workforce by women and members of minority populations.

In the Principled Assessment of Computational Thinking (PACT) suite of projects, SRI International is partnering with Exploring Computer Science (ECS) curriculum developers and teachers to address the need to fill the computer science pipeline with a more diverse population of students. Through this partnership, SRI International has designed and validated assessments of CT. High-quality assessment tools and resources will lower barriers for adopting and using the ECS curriculum, as well as other CS curricula, and will pave the way to reporting evidence of student progress and readiness to engage in further learning.

In the Computer Science in Secondary Schools (CS3) study, a part of the PACT suite of projects, we are using the assessments to examine the relationships among the factors that influence the implementation of ECS. This study is exploring how variation in curricular implementation influences student learning and determines not only what works, but also for whom and under what circumstances.

Other PACT projects are investigating formative assessment, teacher professional development, automated scoring of open-response items, and interactive online assessments. We hope the findings from these studies will help support the development of CT teaching and learning in secondary CS.

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