A Study On The Assessment Of Primary School Students’ Computational Thinking Based On It Curriculum Standards

With the rapid development of knowledge and information technology,society’s demand for talents in the field of computing has surged.To meet this demand,computational thinking is regarded as one of the essential core literacies for human resources in the 21 st century.Countries around the world have also incorporated computational thinking into their curriculum standards in response to the demand for computational thinking development.Research shows that elementary school is a critical period for the formation of computational thinking.Therefore,how to effectively cultivate computational thinking in elementary school students is an urgent issue,and assessment is the "weathervane" of the effectiveness of computational thinking.Based on the background of the present study,this study is dedicated to solving the localized assessment tools that are consistent with the development of computational thinking of elementary school students.Therefore,this study constructed a computational thinking assessment framework through literature analysis,developed a computational thinking assessment index system based on the Compulsory Education Information Technology Curriculum Standards(2022 Edition),and developed computational thinking assessment tools for grade 4,grade 5,and grade 6 respectively.The research results have implications for subsequent thinking assessment and computational thinking assessment practices,and can,to a certain extent,promote the formation and development of localized computational thinking assessment tools for elementary school that meet the characteristics of Chinese students.According to the above problem-solving process,this thesis is divided into seven parts.The first part is based on the background of the era of computational thinking evaluation,and describes the research problem formulation,theoretical and practical significance,research objectives and contents,research methods and technical lines;the second part mainly reviews the evaluation framework,evaluation index system and evaluation tools research status of computational thinking research,with special attention to the current situation of computational thinking evaluation in elementary school level;the third part mainly defines the thinking and computational thinking The third part defines the concepts of thinking and computational thinking,and describes Piaget’s cognitive development theory and Taylor’s measurement and evaluation theory to lay the foundation for further research;the fourth part composes the problemsolving process and educational goal model,and constructs the computational thinking evaluation framework based on them;the fifth part designs the computational thinking evaluation index system for elementary school students based on the constructed evaluation framework,and makes appropriate modifications according to the experts’ questionnaire survey In the sixth part,a computational thinking assessment tool for grades 4,5,and6 was developed based on the assessment index system,and pilot tests,formal tests,and analyses were conducted;the seventh part summarizes the process of the study and draws conclusions,and describes the shortcomings of the study and its outlook.Based on the curriculum standards,this study went through the process of developing the computational thinking assessment framework,the computational thinking assessment index system,and then the computational thinking assessment tool,and completed an assessment tool that basically meets the requirements of the curriculum standards for elementary school students in grades 4,5,and 6,and the tool is easy to operate and meets the requirements of the curriculum standards.However,in the research process,due to the constraints of time and research conditions,the computational thinking evaluation framework was not further validated and modified;the weights in the computational thinking evaluation index system were not validated according to practice,and the author will conduct several research practices in the subsequent research in order to make further corrections and improvements to the relevant research findings.