Computational thinking is a fundamental competence in contemporary education, which
enables individuals to approach problems in a logical and structured manner. This
new competence is not only crucial for computer science professionals, but is also
applicable in various disciplines and contexts of daily life. Computational thinking
is essential in education because it fosters problem-solving skills, critical thinking,
and creativity. In the digital age, computational thinking is not just a technical
skill, but a way of thinking that can transform the way we approach the challenges
and opportunities of the modern world. Assessing this skill requires precise analytical
tools and methods. Assessing computational thinking is a complex process that requires
a combination of qualitative and quantitative methods. Analytical rubrics, portfolio
analysis, and standardized tests are essential tools that help provide a comprehensive
and accurate assessment of students’ skills in this field. In our project, we also
work to assess computational thinking using Bebras-type tasks and applying data analysis.
Data analysis also facilitates the continuous improvement of teaching and assessment
methods. By monitoring and analysing data over time, educators can identify which
strategies are most effective and make adjustments to improve learning outcomes. Furthermore,
data can help develop new tools and resources for teaching computational thinking.
In this article, we present the assessment instrument, Comath, a research-based instrument
with two rounds of piloting in six counties with subject-matter experts and over 4500
students and 100 teachers. We use tasks related to computational thinking, and we
present some of the results obtained so far.
