Systems of Assessments for Computational Thinking Learning TACKLE 2018

征稿已开启

已截稿

注册已开启

已截止

活动简介

Computational thinking (CT) is nowadays considered as a key set of skills that must be acquired and developed by today’s generation of learners. There is now a consensus that CT should be taught not only in CS classrooms but also in the context of STEM and other subjects. For this reason, CT has recently been included among the educational goals.

CT assessment is one of the open challenges in order to reach this goal, since it is not yet clear which aspects should be evaluated and how. The issue is critical, because assessment not only determines whether or not didactic goals are met, but also drives the design of a curriculum. Several assessment approaches have been developed from different perspectives, but CT has been interpreted within the man perspective of programming skills, neglecting the possible generalization on other skills. Nevertheless, a curriculum that enhances the development of 21st-century skills needs technological and pedagogical underpinning to create a "system of assessments" to measure cognitive, social, and programming skills/attitudes.

TACKLE provides the opportunity to the TEL researchers to discuss and share their ideas on CT assessment. Moreover, the workshop facilitates interdisciplinary collaboration among the participant researchers: CT assessment needs, in fact, to include not only technical and domain-specific skills, but also domain- independent meta-skills.

组委会

Organizers

Ilenia Fronza - Free University of Bozen-Bolzano [Italy]
Claus Pahl - Free University of Bozen-Bolzano [Italy]

Program Committee

Ilenia Fronza, Free University of Bolzano, Italy
Claus Pahl, Free University of Bolzano, Italy
Luis Corral, Monterrey Institute of Technology and Higher Education (ITESM), Queretaro, Mexico
Felienne Hermans, Delft University of Technology, Netherlands
Gregorio Robles, Universidad Rey Juan Carlos (URJC) Fuenlabrada, Madrid, Spain
Efthimia Aivaloglou, Delft University of Technology, Netherlands
Marcos Román-González, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
Nabil El Ioini, Free University of Bolzano, Italy
Casper Harteveld, Northeastern University Boston, MA, USA
Kevin Casey, Maynooth University, Maynooth, Ireland
Matthew Forshaw, Newcastle University, Newcastle upon Tyne, United Kingdom
Aidan Mooney, Maynooth University, Maynooth, Ireland
Tommi Mikkonen, University of Helsinki, Finland
TBD

征稿信息

重要日期

2018-06-20

初稿截稿日期

2018-07-15

初稿录用日期

Topics of interest include but are not limited to:

Tools and techniques with technological underpinning for computational thinking assessment

Visualization techniques,
Learning analytics
Recommender systems

Pedagogical underpinning for computational thinking assessment

Computational thinking assessment methods (for STEM and other subjects),
Relevant measurements for computational thinking assessment
Experiences of integration of multiple assessment approaches to measure cognitive, social, and programming skills/attitude

作者指南

The following paper categories are welcome:

Full papers: description of novel theoretical, empirical or development work on CT assessment, including a substantial contribution to the field (up to 12 pages).
Work in progress: ongoing research and current approaches on investigating the field, with initial insights for the community (up to 6 pages).
Demos: prototypes, design studies, and tools for the support of CT assessment, which can be demoed and discussed (up to 3 pages).

Submissions will be handled through EasyChair (https://easychair.org/conferences/?conf=tackle2018). All contributions will be peer-reviewed by at least two members of the programme committee evaluating their originality, significance, and rigor. Accepted papers will be published in EUR-WS series which is (as a rule) indexed in SCOPUS and DBLP. More information about proceedings indexing can be found in CEUR-WS FAQ. The use of supplied LaTeX template is mandatory.