Assessment Methods

Thus far, we have developed the following course assessments:

Pencil and paper assessments

1. Access, Interest, and Experience Survey
   133 item paper and pencil pre/post survey that asks students questions about four main areas:
   a. computer interest and confidence
   b. access to computers in and out of the home
   c. range of experiences using information technologies
   d. school attitudes, personal interests
   
2. Computer Science Concepts Assessment
   20 item paper and pencil pre/post assessment that includes items about course content.
   Course A concept assessment:
   a. the basic functionality of computers and applications
   b. understanding of the internet and networks
   c. HTML coding
   d. history of computer technology
   Course B concept assessment:
   a. basic programming fundamentals
   b. beginning JavaScript
   c. programming with Karel the Robot
   d. themes and ideas in the future of computing
   
3. Retrospective Comparison Survey
   We used surveys to look at students’ confidence and interest, analyze computer knowledge, and examine students’ projected future jobs additional IT experiences:
   a. past experiences with technology
   b. access to computers and technology
   c. interest in comptuers and technology
   d. computer use/importance
   e. history/future of technology
   f. perception of people who work with computers/technology
   g. short problems: programming, technology, and design.

Alternative assessments
The NRC report on Fluency with Information Technologies emphasizes the importance of general intellectual habits such as the ability to persist when things are not going well, the ability to engage in design processes, collaborative work, and troubleshooting. These are qualities not easily assessed through paper and pencil measures.

1. Project-focused Interviews About Learning and Motivation
   An interview protocol was developed that begins by asking students to lead the interviewer through a major project they completed in the course:
   Introduction to Computing: Web Design Project
   CSI: Introduction to Programming: Karel Project
   The interviewer follows this up with a series of 45 questions in five areas:
   a. learning of technological skills
   b. knowledge and use of design processes
   c. research skills
   d. collaborative work processes
   e. motivation & engagement
   f. reactions to projects by peers, parents, teachers, others
   
2. Assessment of Project Quality Through Rubrics
   Rubric designed to assess the quality of the students' web sites and programming projects. Four dimensions of their work can be evaluated on a four point scale. In addition to our use of the rubrics, students use the rubric to assess their own projects, and teachers use the rubric to assess student work.
   
3. Retrospective Comparison Interview
   An semi-structured interview protocol was developed to ellicit how students who chose to take several computing classes used their course-based knowledge to create new out-of-school learning opportunities. Questions are related to:
   a. content knowledge
   b. interest in IT
   c. motivation
   d. ideas for the future
   e. factors that influence the decision to continue/stop taking computing electives.

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