[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588288-105":59,"doc-detail-588288-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","evaluating-the-primary-trainee-teachers-knowledge-of-computational-thinking-concepts-using-a-card-sorting-activity","Evaluating the Primary Trainee Teachers’ Knowledge of Computational Thinking Concepts Using a Card Sorting Activity","","This study investigated the effectiveness of the “Match it” card sorting activity for evaluating student teachers’ knowledge and understanding of computational thinking (CT) concepts. One hundred forty-six primary student teachers sorted 26 scenarios and words alongside nine images under five main computational concepts: algorithmic thinking, abstraction, decomposition, patterns & generalisation, and evaluation. Results indicated the card sorting activity was useful for assessment, while student-reported design and content issues suggest further revisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-the-primary-trainee-teachers-knowledge-of-computational-thinking-concepts-using-a-card-sorting-activity/588288/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-the-primary-trainee-teachers-knowledge-of-computational-thinking-concepts-using-a-card-sorting-activity/588288.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What activity was used to evaluate student teachers’ CT knowledge?","Question",{"text":112,"@type":113},"The study used the “Match it” card sorting activity to assess knowledge and understanding of CT concepts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which computational thinking concepts were included in the assessment?",{"text":117,"@type":113},"Five concepts were assessed: algorithmic thinking, abstraction, decomposition, patterns & generalisation, and evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about using card sorting for assessment?",{"text":121,"@type":113},"The activity was reported as useful for assessment, but students highlighted issues in design and content, indicating the tool needs further revision.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588288,1792161381,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Evaluating the Primary Trainee Teachers’ Knowledge of Computational Thinking Concepts Using a Card Sorting Activity  \nYasemin Allsop1  \nFiliz Kalelioglu2  \nMelike Aslan Unlu3  \n1University College London, UK  \n2Baskent University, Turkiye  \n3University College London, UK  \nDOI: 10.21585/ijcses.v6i4.215  \nAbstract  \nThis study investigated the effectiveness of the ‘Match it’ card sorting activity for evaluating the student teachers’ knowledge and understanding of computational thinking (CT) concepts. One hundred forty-six primary student teachers were asked to sort 26 scenarios and words alongside nine images under five main computational concepts: algorithmic thinking, abstraction, decomposition, patterns & generalisation, and evaluation. The study found that the card sorting activity, as a method for assessment, was useful. However, the issues around the design and the content of the current card sorting activity were reported by students, which suggests that further revisions should be made to improve the effectiveness of the tool.  \nKeywords: Computational thinking, assessment, learning, card sorting activity, teacher training, primary teachers, student teachers.  \n1. Introduction  \nThe recent inclusion of computer science concepts in the curricula of many countries, including England, has placed computational thinking at the centre of computing education (Selby & Woollard, 2014). The primary national curriculum programme of study for computing in England describes the aims of computing  \neducation as “to equip pupils to use computational thinking and creativity to understand and change the world”(DfE, 2013, p. 188); however, the programme of study doesn’t provide any tools or guidance on how the CT concepts should be taught or assessed. Where examples of planning and teaching strategies have been widely developed and shared through online and offline resources, assessing students’ learning of CT skills is still a hazy area (Grover, Cooper, & Pea, 2014) . Assessment and feedback are important elements of the learning process (Black & William, 1998; Hattie & Timperley, 2007), especially for identifying the student’s strengths and gaps in their learning to support learning (William & Thompson, 2008). As highlighted by Grover and Pea (2013),“without attention to assessment, CT can have little hope of making its way successfully into any K-12 curriculum”, and consequently,“measures that would enable educators to assess what the child has learned need to be validated”(p. 41) .  \nMany reasons pose challenges for assessing the students’ learning of CT skills. The lack of an agreed definition for Computational Thinking and its characteristics (Gonzalez et al., 2017; Shute, Sun, & Asbell-Clarke, 2017) makes it difficult for educators to develop a standardised assessment tool. In many cases, researchers developed their own CT measures, such as questionnaires and surveys, to assess the knowledge of CT skills (Denner, Werner, Campe, & Ortiz, 2014; Yadav et al., 2014; Kim, Kim & Kim, 2013) . Some studies focused on designing tests for assessing CT (Mühling, Ruf, & Hubwieser, 2015; Meerbaum-Salant, Armoni, & Ben-Ari, 2013), some developed formative tools focusing on feedback to support learners improving  \ń  \ntheir CT skills (Moreno-Leon & Robles, 2015), while some suggested a multiple evaluation model for assessing children’s learning of CT skills from different facets (Grover & Pea, 2013; Grover, 2017) . There were no studies found about the use of card sorting activity for evaluating both student and in-service teachers’ understanding of CT concepts. Therefore, this study would provide an example of using card sorting techniques in this context, which further studies can build upon.  \n2. Literature review  \nThis section will provide information about what computational thinking is and different approaches for assessing and evaluating CT concepts.  \n2.1 What is Computational Thinking?  \nThe term ‘Computational Thinking’ was coined by","cbCaiku26odb2jVr","https://ap.wps.com/l/cbCaiku26odb2jVr","pdf",449077,31,"English","# Introduction\n## Background and rationale\n# Literature review\n## What is Computational Thinking?\n## Teachers’ and student teachers’ knowledge of CT","[{\"question\":\"What activity was used to evaluate student teachers’ CT knowledge?\",\"answer\":\"The study used the “Match it” card sorting activity to assess knowledge and understanding of CT concepts.\"},{\"question\":\"Which computational thinking concepts were included in the assessment?\",\"answer\":\"Five concepts were assessed: algorithmic thinking, abstraction, decomposition, patterns \\u0026 generalisation, and evaluation.\"},{\"question\":\"What were the main findings about using card sorting for assessment?\",\"answer\":\"The activity was reported as useful for assessment, but students highlighted issues in design and content, indicating the tool needs further revision.\"}]","Evaluating the Primary Trainee Teachers’ Knowledge of Computational Thinking Concepts Using a Card Sorting Activity | PDF",1792064926,78]