Code and tell: assessing young children's learning of computational thinking using peer video interviews with ScratchJr

In this paper, we present a novel technique for assessing the learning of computational thinking in the early childhood classroom. Students in three second grade classrooms learned foundational computational thinking concepts using ScratchJr and applied what they learned to creating animated collages, stories, and games. They then conducted artifact-based video interviews with each other in pairs using their iPad cameras. As discussed in the results, this technique can show a broad range of what young children learn about computational thinking in classroom interventions using ScratchJr than more traditional assessment techniques. It simultaneously provides a developmentally appropriate educational activity (i.e. peer interviews) for early childhood classrooms. General Terms Design, Human Factors, Languages Keywords Computational thinking, Assessments, Artifact-based interviews, Early Childhood, Education, iPad, ScratchJr, Programming, Coding

• Type: Journal
• Year: 2015
• Where: ACMIDC
• Authors: Dylan J. Portelance, Marina Umaschi Bers
• Keywords: ACMIDC 2015, Human Computer Interaction