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Developing a process-oriented classroom observation protocol for assessing high school students' computational

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  • 1Faculty of Education, Shaanxi Normal University, Xi'an, China.

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|March 9, 2026
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Summary
This summary is machine-generated.

This study introduces the High School Students' Computational Thinking Observation Protocol (HS-CTOP) to assess computational thinking (CT) in science education. The HS-CTOP offers detailed insights into student CT progression for targeted instruction.

Keywords:
Rasch analysiscomputational thinkinghigh schoolprocess-oriented classroom observation protocolproficiency framework

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Area of Science:

  • Science Education
  • Educational Technology
  • Computational Thinking Assessment

Background:

  • Developing computational thinking (CT) in science education needs tools for dynamic skill assessment in classrooms.
  • Current CT assessments lack granularity for continuous, targeted student guidance.
  • This study addresses the need for a process-oriented tool to track CT progression.

Purpose of the Study:

  • To develop and validate the High School Students' Computational Thinking Observation Protocol (HS-CTOP).
  • To create a tool that tracks high school students' CT progression in science classrooms.
  • To operationalize CT into measurable sub-dimensions and proficiency levels.

Main Methods:

  • The HS-CTOP is grounded in the Abstraction, Decomposition, Evaluation, Generalization, and Algorithmic thinking (ADEGA) framework.
  • It operationalizes CT into 17 sub-dimensions and 4 proficiency levels.
  • Data from 613 students across 120 biology classes in China were analyzed using the Rasch partial credit model.

Main Results:

  • The HS-CTOP demonstrates robust psychometric properties (item reliability 0.96, person reliability 0.83).
  • Satisfactory unidimensionality was confirmed.
  • The protocol effectively differentiates CT levels among student groups.

Conclusions:

  • The HS-CTOP provides educators with detailed insights into CT development patterns.
  • This tool can inform differentiated instruction in science classrooms.
  • It supports the continuous assessment and fostering of CT competencies.