Purpose: The purpose of this article is to introduce a framework for achieving understanding assessing computational thinking in the primary and intermediate grades (1-6). A pilot study of the Progression of Early Computational Thinking (PECT) model is presented. Individual programming elements and design patterns are examined.
Findings: The PECT model, using design pattern analysis,allows for potentially effective assessment and understanding of student computational thinking work. The authors mapped design pattern variables to CT concepts across and basic, developing and proficient levels to look at range and frequency of use of Scratch blocks that signaled those CT concepts/
Recommendations: The authors plan to create, through a partnership with local schools, a controlled , unbiased set of student work across the same grade range that is sizable enough to ensure reliability and validity verification.
Sample Size: 150
Notes: Samples are student generated projects from the Scratch website, not students themselves. Projects were selected from teacher galleries where the teacher specified that the gallery was for a certain grade. Demographics for the students who created the projects was not given.