Toward A Framework for Formative Assessment of Conceptual Learning in K-12 Computer Science Classrooms

Abstract

Unlike summative assessment that is aimed at grading students at the end of a unit or academic term, formative assessment is assessment for learning, aimed at monitoring ongoing student learning to provide feedback to both student and teacher, so that learning gaps can be addressed during the learning process. Education research points to formative assessment as a crucial vehicle for improving student learning. Formative assessment in K-12 CS and programming classrooms remains a crucial unaddressed need. Given that assessment for learning is closely tied to teacher pedagogical con- tent knowledge, formative assessment literacy needs to also be a topic of CS teacher PD. This position paper addresses the broad need to understand formative assessment and build a framework to understand the what, why, and how of formative assessment of introductory programming in K-12 CS. It shares specific pro- gramming examples to articulate the cycle of formative assessment, diagnostic evaluation, feedback, and action. The design of formative assessment items is informed by CS research on assessment design, albeit related largely to summative assessment and in CS1 contexts, and learning of programming, especially student misconceptions. It describes what teacher formative assessment literacy PD should entail and how to catalyze assessment-focused collaboration among K-12 CS teachers through assessment platforms and repositories.