Abstract

Computer science teachers are in need of new ways to create assessments that can measure the extent to which students are able to put core computer science concepts into practice. We explore teachers’ perspectives and experiences as they developed three types of formative assessments; teacher and student journals, portfolios, and assessment items. We provided three professional development sessions and resources with teachers implementing Exploring Computer Science curriculum. We analyzed survey data and teacher online discussions to explore teachers’ perspectives about formative assessment activities in computer science. This work addresses the growing need to provide ongoing support for teachers developing formative assessments in computer science.

Citation

Alozie, N. & Knudsen, J. (2020). Middle School Teachers’ Perspectives and Experiences on Developing Formative Assessments During Professional Development on a Computer Science Curriculum. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1077-1083). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/215865/.

© 2020 Association for the Advancement of Computing in Education (AACE)

Keywords

• Instructional Design