# Developing a process-oriented classroom observation protocol for assessing high school students’ computational thinking in science classrooms: a Rasch-based proficiency framework

## TL;DR

This study creates a classroom observation tool to assess high school students' computational thinking in science, using a detailed framework and validation data from China.

## Contribution

The HS-CTOP introduces a process-oriented, validated protocol for assessing computational thinking in science education with 17 sub-dimensions and 4 proficiency levels.

## Key findings

- The HS-CTOP demonstrated strong psychometric properties, including high item reliability (0.96) and satisfactory unidimensionality.
- The protocol effectively differentiates computational thinking levels among diverse student groups.
- Validation was conducted using video-coded behaviors from 613 students across 120 biology classes in China.

## Abstract

Development of computational thinking (CT) in science education requires assessment tools that capture dynamic skill progression within authentic classroom settings. Existing assessment tools focus on CT overall performance with approximate sub-dimensions and level divisions, making it challenging to provide continuous, targeted guidance for fostering high school students’ CT competencies. This study aims to develop and validate the High School Students’ Computational Thinking Observation Protocol (HS-CTOP), a process-oriented tool for tracking high school students’ CT progression in science classrooms.

Grounded in the Abstraction, Decomposition, Evaluation, Generalization, and Algorithmic thinking (ADEGA) framework, the HS-CTOP operationalizes CT into seventeen sub-dimensions and four proficiency levels. Data were derived from video-coded behaviors of 613 students across 120 biology classes in seven regions of mainland China, with validation conducted via the Rasch partial credit model.

The results confirm the HS-CTOP’s robust psychometric properties, including an item reliability of 0.96, person reliability of 0.83, and satisfactory unidimensionality. The protocol effectively distinguishes CT levels across different student groups.

The HS-CTOP provides educators with detailed insights into CT development patterns to inform differentiated instruction in science classrooms.