With the current national focus on making computer science (CS) count as a high school math or science credit or as core admissions credit for colleges and universities, the first step is to examine CS assessment landscape in K–12 education. In particular, it is imperative to conduct a landscape study on how the key players (teachers and CS education researchers) utilize assessment in their work. As more and more states adopt CS as a requirement, quality assessment will be a necessity that not only measures knowledge, but also assess student conceptual understanding. Currently, the quality and state of computer science assessment is generally unknown and opinions differ on what is available to the K–12 community at a cost effective rate (or free) and is easy to implement and access. Furthermore, the open-ended nature of computer science tasks makes it imperative that assessments are carefully developed and they fit the philosophy of open-ended algorithmic thinking.
Why is assessment so important? Having students demonstrate their understanding of the topic is essential to their learning process. Assessment helps to evaluate the student’s understanding of the subject matter and provides instructors with evidence of whether or not their educational goals are being met – both as a formative and a summative tool. However, the use of different programming languages and tasks in computer science classrooms make it challenging to develop a standardized test. Hence, it is important that we develop an understanding of what assessments are available, the caliber of the assessments including validity and reliability of available CS assessment.
Given the role of assessment, CSTA with funding from Google is undertaking this important task of examining the assessment landscape in high school computer science classroom. To meet the objective, CSTA Assessment Landscape Planning Committee will conduct a study to learn more about how CS teachers are using assessment in their own classrooms both to inform day-to-day instruction as well as end of course learning outcomes.
Chair, CSTA Assessment Landscape Planning Committee