Designing a high school computational thinking test using evidence-centered design

Abstract

The development of computational thinking as a cognitive skill is crucial in the digital age. However, there remains no consensus on its definition or measurement. This study aims to address this gap by developing an instrument to estimate the level of computational thinking using an evidence-centered design approach. The proposed framework integrates cognitive theory, educational research, and psychometric modeling to create a comprehensive and reliable assessment tool. The instrument consists of two scenarios with a total of 59 items divided into six questions. It was validated by experts in the field, achieving a content validity index of 0.76. The test was administered to a sample of 100 students from three secondary schools in Lima, Peru, and analyzed using Bayesian confirmatory factor analysis and parametric tests. The results indicate that the model effectively assesses algorithmic thinking, critical thinking, and problem solving skills, regardless of prior programming experience. However, the assessment of creativity requires further refinement. This research contributes to evidence-based educational policy and practice in secondary education, offering a foundation for future improvements in the evaluation of computational thinking.