| 计算思维评价的新途径:微认证 |
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| 引用本文： | 郁晓华,王美玲,程佳敏,邱振华.计算思维评价的新途径:微认证[J].开放教育研究,2022,28(1):107-120. |
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| 作者姓名： | 郁晓华 王美玲 程佳敏 邱振华 |
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| 作者单位： | 华东师范大学教育学部教育信息技术学系,上海200062;建平实验中学,上海201204;上海外国语大学尚阳外国语学校,上海200331 |
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| 基金项目： | 2019年度教育部人文社会科学研究规划基金项目“5-15岁儿童计算思维测评框架及方法研究”(19YJA880079)。 |
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| 摘 要： | 随着K-12教育计算思维培养的不断推进,计算思维评价的重要地位日渐凸显。鉴于计算思维由复合思维和能力构成,本研究提出以能力为导向的微认证。该方式不同于当前大多数研究采用的统合视角的评价方式,对计算思维的各构成要素分别评价和认证。本研究基于对计算思维概念的要素分解和专家认证,将计算思维从认知和操作层面以及非认知层面分解为问题识别与分解、抽象建模、算法设计、自动化、问题迁移能力以及计算观念六个子能力;讨论各子能力在K-12阶段的发展水平及适合的测评方式;展示计算思维微认证的实现过程,探讨正式与非正式学习情境下实施的差异。研究最后以41名6-8年级学生参与的教学实践为例,验证将微认证引入计算思维评价的可行性。研究结果表明,微认证作为计算思维评价的新途径,得到了师生认可,不仅能有效呈现学生计算思维层面的发展,还能激发学生参与学习和测评的积极性,实现以评促学;同时微认证存在过程性任务数据难以收集以及部分数据缺失下结果认证合理性等问题。
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| 关 键 词： | 计算思维 K-12 微认证 数字徽章 |
A New Approach for Computational Thinking Assessment:Micro-credentials |
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| YU Xiaohua,WANG Meiling,CHENG Jiamin,QIU Zhenhua.A New Approach for Computational Thinking Assessment:Micro-credentials[J].Open Education Research,2022,28(1):107-120. |
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| Authors: | YU Xiaohua WANG Meiling CHENG Jiamin QIU Zhenhua |
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| Institution: | (Department of Education Information Technology, East China Normal University, Shanghai 200062, China;Jianping Experimental Middle School, Shanghai 201204, China;Sunshine Foreign Language School Affiliated to Shanghai International Studies University, Shanghai 200331, China) |
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| Abstract: | With the development of computational thinking(CT)training in K-12,CT assessment is playing an increasingly important role.Considering the compound composition of CT,competence-oriented micro-credentials is proposed to open a new space for CT assessment.This approach evaluates and certifies the elements of CT separately,which is quite different from the integrated perspective of most current research.After the decomposition of CT concepts and then expert authentication,CT is divided into six sub-competencies from the cognitive and operational aspect and non-cognitive aspect,including problem identification&decomposition,abstraction&modeling,algorithm design,automation,problem-solving transfer,and computing perspective.The development standard of each competence at different stages of K-12 and its appropriate assessment methods are discussed.Then,the paper presents the implementation process of CT micro-credentials,and discusses the differences between formal and informal learning context.Finally,a teaching practice was carried out in the stage from grades 6 to 8 with a total of 41 participant students,which preliminarily verified the feasibility of introducing micro-credentials into CT assessment.The experimental results show that as a new CT assessment approach,micro-credentials have been well recognized by teachers and students.It can not only effectively present the development of students in different dimensions of CT,but also stimulate students’enthusiasm to participate in learning and evaluation so as to promote learning by evaluation.However,it is also found that there are difficulties in data collection for process tasks and problems with the rationality of result authentication under partial data missing. |
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| Keywords: | computational thinking K-12 micro-credentials digital badges |
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