Cruz Castro, L. M., & Shoaib, H., & Douglas, K. A. (2021, July), Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36824

\bibitem{asee_peer_36824}
  Cruz Castro, L. M., \& Shoaib, H., \& Douglas, K. A. (2021, July), \emph{Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36824

Laura Melissa Cruz Castro, Huma Shoaib, and Kerrie A Douglas.  "Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36824 Internet.  25 Apr, 2024

\bibitem{asee_peer_36824}
  Laura Melissa Cruz Castro, Huma Shoaib, and Kerrie A Douglas.
  "Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36824 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_36824
author = "Laura Melissa Cruz Castro, Huma Shoaib, and Kerrie A Douglas"
title = "Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review."
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36824}
number = {10.18260/1-2--36824}
}

TY  - CPAPER
AB  - This research paper presents a literature review of Computational Thinking (CT) frameworks and assessment practices. CT is a 21st century way of solving a problem. It refers specifically to the methods that are effective when trying to solve a problem with a machine or other computational tools. In the past few years, CT researchers and educationists' significant movement started to look for a formal definition and composition of CT in K-12 and higher education. From this effort, over 20 different definitions and frameworks for CT have emerged. Although the availability of literature on CT has been increasing over the last decade, there is limited research synthesis available on how to assess CT better. Besides, it is known that in higher education designing assessments for CT is challenging and one of the primary reasons is that the precise meaning of CT is still unknown. This research paper, therefore, presents a systematized literature review on CT frameworks and assessment practice. We search three different databases and review 19 journal articles that address the assessment of CT in higher education to answer the following two research questions: 1) What does the literature inform us about practices and types of assessments used to evaluate CT in higher education?  2) Which frameworks of CT are present in literature to support CT assessment in higher education? The critical components of this review focus on frameworks and assessment practices based on CT. We develop a synthesis of suggestions and explanations to answer the proposed questions based on literature from recent research in CT. Based on our initial synthesis, we found a disconnect between theory and practice. Specifically, neither the ideas within CT frameworks nor those from CT assessment research are being utilized by the other. Therefore, there is a dire need to connect the two for practical implementation and further research in CT in higher education.
AU  - Laura Melissa Cruz Castro
AU  - Huma Shoaib
AU  - Kerrie A Douglas
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.
UR  - https://peer.asee.org/36824
DO  - 10.18260/1-2--36824
ER  -