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The Competent Computational Thinking Test (cCTt): A Valid, Reliable and Gender-Fair Test for Longitudinal CT Studies in Grades 3-6

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Title: The Competent Computational Thinking Test (cCTt): A Valid, Reliable and Gender-Fair Test for Longitudinal CT Studies in Grades 3-6
Language: English
Authors: Laila El-Hamamsy (ORCID 0000-0002-6046-4822), María Zapata-Cáceres, Estefanía Martín-Barroso, Francesco Mondada, Jessica Dehler Zufferey, Barbara Bruno, Marcos Román-González
Source: Technology, Knowledge and Learning. 2025 30(3):1607-1661.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 55
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Cognitive Tests, Computation, Thinking Skills, Test Validity, Test Reliability, Sex Fairness, Longitudinal Studies, Elementary School Students, Psychometrics, Item Response Theory, Test Items, Scoring, Test Bias, Achievement Tests, Foreign Countries, International Assessment
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1007/s10758-024-09777-8
ISSN: 2211-1662
2211-1670
Abstract: The introduction of computing education into curricula worldwide requires multi-year assessments to evaluate the long-term impact on learning. However, no single Computational Thinking (CT) assessment spans primary school, and no group of CT assessments provides a means of transitioning between instruments. This study therefore investigated whether the competent CT test (cCTt) could evaluate learning reliably from grades 3 to 6 (ages 7-11) using data from 2709 students. The psychometric analysis employed Classical Test Theory, Item Response Theory, Measurement Invariance analyses which include Differential Item Functioning, normalised z-scoring, and PISA's methodology to establish proficiency levels. The findings indicate that the cCTt is valid, reliable and gender-fair for grades 3-6, although more complex items would be beneficial for grades 5-6. Grade-specific proficiency levels are provided to help tailor interventions, with a normalised scoring system to compare students across and between grades, and help establish transitions between instruments. To improve the utility of CT assessments among researchers, educators and practitioners, the findings emphasise the importance of (i) developing and validating gender-fair, grade-specific, instruments aligned with students' cognitive maturation, and providing (ii) proficiency levels, and (iii) equivalency scales to transition between assessments. To conclude, the study provides insight into the design of longitudinal developmentally appropriate assessments and interventions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482338
Database: ERIC
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  Data: The Competent Computational Thinking Test (cCTt): A Valid, Reliable and Gender-Fair Test for Longitudinal CT Studies in Grades 3-6
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  Data: <searchLink fieldCode="AR" term="%22Laila+El-Hamamsy%22">Laila El-Hamamsy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6046-4822">0000-0002-6046-4822</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Zapata-Cáceres%22">María Zapata-Cáceres</searchLink><br /><searchLink fieldCode="AR" term="%22Estefanía+Martín-Barroso%22">Estefanía Martín-Barroso</searchLink><br /><searchLink fieldCode="AR" term="%22Francesco+Mondada%22">Francesco Mondada</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Dehler+Zufferey%22">Jessica Dehler Zufferey</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+Bruno%22">Barbara Bruno</searchLink><br /><searchLink fieldCode="AR" term="%22Marcos+Román-González%22">Marcos Román-González</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Knowledge+and+Learning%22"><i>Technology, Knowledge and Learning</i></searchLink>. 2025 30(3):1607-1661.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The introduction of computing education into curricula worldwide requires multi-year assessments to evaluate the long-term impact on learning. However, no single Computational Thinking (CT) assessment spans primary school, and no group of CT assessments provides a means of transitioning between instruments. This study therefore investigated whether the competent CT test (cCTt) could evaluate learning reliably from grades 3 to 6 (ages 7-11) using data from 2709 students. The psychometric analysis employed Classical Test Theory, Item Response Theory, Measurement Invariance analyses which include Differential Item Functioning, normalised z-scoring, and PISA's methodology to establish proficiency levels. The findings indicate that the cCTt is valid, reliable and gender-fair for grades 3-6, although more complex items would be beneficial for grades 5-6. Grade-specific proficiency levels are provided to help tailor interventions, with a normalised scoring system to compare students across and between grades, and help establish transitions between instruments. To improve the utility of CT assessments among researchers, educators and practitioners, the findings emphasise the importance of (i) developing and validating gender-fair, grade-specific, instruments aligned with students' cognitive maturation, and providing (ii) proficiency levels, and (iii) equivalency scales to transition between assessments. To conclude, the study provides insight into the design of longitudinal developmentally appropriate assessments and interventions.
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