Log-Based Multidimensional Measurement of CT Acquisition


  • Rotem SRAEL-FISHELSON Tel Aviv University
  • Arnon HERSHKOVITZ Tel Aviv University




Computational thinking, assessment, CT concepts, achievements, originality


Computational thinking (CT) has been proven challenging to conceptualize and assess. When assessing CT using problem-solving tasks, it is commonly measured based on achievements, that is, in a unidimensional summative way. However, this traditional measurement neglects to consider vital components of the learning progress, which may produce a richer, formative assessment. Using the log files drawn from an online learning platform for CT (Kodetu), we suggest a nuanced evaluation of CT acquisition which consists of four variables: number of attempts to solve a problem; time to solution; application of newly presented CT concept; and solution originality. The research population included 189 middle-school students who participated in a workshop aimed at promoting CT and creativity. Using a learning analytics approach, we analyzed data from a log file documenting 1478 student-task pairs. Findings suggest that these variables share some common features that make them suitable for assessing CT acquisition. Furthermore, the variables grasp different aspects of the learning progress; hence, taken together, they allow for a richer evaluation of CT acquisition. These results shed light on the importance of using diverse metrics to examine CT and contribute to the proliferation of assessment practices.




How to Cite

SRAEL-FISHELSON, R., & HERSHKOVITZ, A. (2022). Log-Based Multidimensional Measurement of CT Acquisition . CTE-STEM 2022 Conference. https://doi.org/10.34641/ctestem.2022.477