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Critical Thinking Assessment in K-12 Computing Education: A Systematic Mapping

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Title: Critical Thinking Assessment in K-12 Computing Education: A Systematic Mapping
Language: English
Authors: Deise Monquelate Arndt, Ramon Mayor Martins, Jean Carlo Rossa Hauck
Source: Informatics in Education. 2025 24(1):1-44.
Availability: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Peer Reviewed: Y
Page Count: 44
Publication Date: 2025
Intended Audience: Teachers; Researchers
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Critical Thinking, Elementary Secondary Education, Computer Science Education, 21st Century Skills, Barriers, Concept Teaching, Algorithms, Programming, Evaluation Methods, Teacher Role, Journal Articles
ISSN: 1648-5831
2335-8971
Abstract: Critical thinking is a fundamental skill for 21st-century citizens, and it should be promoted from elementary school and developed in computing education. However, assessing the development of critical thinking in educational contexts presents unique challenges. In this study, a systematic mapping was carried out to investigate how to assess the development of critical thinking, or some of its skills, in K-12 computing teaching. The results indicate that primary studies on the development of critical thinking in K-12 computing education are concentrated in Asian countries, mainly focusing on teaching concepts such as algorithms and programming. Moreover, the studies do not present a fixed set of critical thinking skills assessed, and the skills are selected according to specific teaching and research needs. Most of the studies adopted student self-assessment using instruments that are well-known in the literature for assessing critical thinking. Many studies measured the quality of instruments for their research, obtaining favorable results and demonstrating consistency. However, the research points to a need for more diversity in assessment methods beyond student self-assessment. The findings suggest a need for more comprehensive and diverse critical thinking assessments in K-12 computing education, covering different educational stages and computing education concepts. This research aims to guide educators and researchers in developing more effective critical thinking assessments for K-12 computing education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468076
Database: ERIC
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  Data: Critical Thinking Assessment in K-12 Computing Education: A Systematic Mapping
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  Data: <searchLink fieldCode="AR" term="%22Deise+Monquelate+Arndt%22">Deise Monquelate Arndt</searchLink><br /><searchLink fieldCode="AR" term="%22Ramon+Mayor+Martins%22">Ramon Mayor Martins</searchLink><br /><searchLink fieldCode="AR" term="%22Jean+Carlo+Rossa+Hauck%22">Jean Carlo Rossa Hauck</searchLink>
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  Data: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
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  Data: Critical thinking is a fundamental skill for 21st-century citizens, and it should be promoted from elementary school and developed in computing education. However, assessing the development of critical thinking in educational contexts presents unique challenges. In this study, a systematic mapping was carried out to investigate how to assess the development of critical thinking, or some of its skills, in K-12 computing teaching. The results indicate that primary studies on the development of critical thinking in K-12 computing education are concentrated in Asian countries, mainly focusing on teaching concepts such as algorithms and programming. Moreover, the studies do not present a fixed set of critical thinking skills assessed, and the skills are selected according to specific teaching and research needs. Most of the studies adopted student self-assessment using instruments that are well-known in the literature for assessing critical thinking. Many studies measured the quality of instruments for their research, obtaining favorable results and demonstrating consistency. However, the research points to a need for more diversity in assessment methods beyond student self-assessment. The findings suggest a need for more comprehensive and diverse critical thinking assessments in K-12 computing education, covering different educational stages and computing education concepts. This research aims to guide educators and researchers in developing more effective critical thinking assessments for K-12 computing education.
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Barriers
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Algorithms
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