Research Publications
This page contains research papers that have been published through the CAPACiTY project that discuss the formation, structure and assessment of Student-Centered Computing.
Student Agency in a High School Computer Science Course (2022)
Published in Journal for STEM Education Research
Authors:
Gale J, Alemdar M, Boice K, Hernández D, Newton S, Edwards D, Usselman M
Abstract:
This study explores student agency in the context of a culturally authentic computer science (CS) curriculum implemented in an introductory CS course in two high schools. Drawing on focus group and interview data, the study utilizes qualitative research methods to examine how students exercise critical agency as they engage in the course and how the curriculum supports student agency. Findings suggest three ways in which the curriculum served as a context for student agency: (1) gaining CS knowledge and skills that students then apply to address real-world needs and problems, (2) creating opportunities to “try-on” or improvise new identities and/or envision “future selves” in CS, and (3) engaging in personally relevant project work that leverages assets students brought to their experience with the curriculum. Implications for CS education research and practice are discussed.
Utilizing Evidence-Centered Design to Develop Assessments: A High School Introductory Computer Science Course (2021)
Published in Frontiers in Education
Authors:
Newton S, Alemdar M, Rutstein D, Edwards D, Helms M, Hernandez D and Usselman M
Abstract:
Evidence-centered design (ECD) is an assessment framework tailored to provide structure and rigor to the assessment development process, and also to generate evidence of assessment validity by tightly coupling assessment tasks with focal knowledge, skills, and abilities (FKSAs). This framework is particularly well-suited to FKSAs that are complex and multi-part (Mislev and Haertel, 2006), as is the case with much of the focal content within the computer science (CS) domain. This paper presents an applied case of ECD used to guide assessment development in the context of a redesigned introductory CS curriculum. In order to measure student learning of CS skills and content taught through the curriculum, knowledge assessments were writte and piloted. The use of ECD provided an organizational framework for assessment developmet efforts, offering assessment developers a clear set of steps with accompanying documentation and decision points, as well as providing robust validity evidence for the assessment. The description of an application of ECD for assessment development within the context of an introductory CS course illustrates its utility and effectiveness, and also prvodies a guide for researchers carrying out related work.