ISSN: 2226-6348
Open access
This study presents an evaluation framework that aims to enhance the assessment of computational thinking (CT) skills and coding proficiency in students using Scratch programming. The framework takes inspiration from previous research and goes beyond traditional block-counting methods. Instead, it thoroughly analyzes Scratch projects, examining the types of blocks used and how they interact within the program. By incorporating established CT concepts and indicators of project complexity, the framework provides educators with a comprehensive approach to evaluating student projects. While implementing the framework may pose challenges in terms of manual assessment and scalability, it holds promise in fostering the development of vital CT skills in students and preparing them for success in an increasingly digital world. Further refinement and validation of the framework are necessary to ensure its effectiveness and applicability in diverse educational settings.
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(Ming et al., 2024)
Ming, G. K., Sirisena, A., Fuad, D. R. S. M., & Juharyanto, J. (2024). Mirror, Mirror, on The Wall, How Do We Measure What Our Students do in Scratch Programming? International Journal of Academic Research in Progressive Education and Development, 13(3), 661–672.
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