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Assessing Problem-Solving Process At Scale

Assessing Problem-Solving Process At Scale
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Poster: L@S, April, 2016

Authentic problem solving tasks in digital environments are often open-ended with ill-defined pathways to a goal state. Scaffolds and formative feedback during this process help learners develop the requisite skills and understanding, but require assessing the problem-solving process. This paper describes a hybrid approach to assessing process at scale in the context of the use of computational thinking practices during programming. Our approach combines hypothesis-driven analysis, using an evidence-centered design framework, with discovery-driven data analytics. We report on work-in-progress involving novices and expert programmers working on Blockly games.

@inproceedings{Grover:2016:APP:2876034.2893425, author = {Grover, Shuchi and Bienkowski, Marie and Niekrasz, John and Hauswirth, Matthias}, title = {Assessing Problem-Solving Process At Scale}, booktitle = {Proceedings of the Third (2016) ACM Conference on Learning @ Scale}, series = {L@S '16}, year = {2016}, isbn = {978-1-4503-3726-7}, location = {Edinburgh, Scotland, UK}, pages = {245--248}, numpages = {4}, url = {http://doi.acm.org/10.1145/2876034.2893425}, doi = {10.1145/2876034.2893425}, acmid = {2893425}, publisher = {ACM}, address = {New York, NY, USA}, keywords = {assessment, evidence-centered design, k-12 computing, problem solving, programming process}, }