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Grant support

Thanks to the participants, teachers and schools involved in the learning experiences. This work has been co -funded by the Madrid Regional Government, through the project e Madrid -CM (P2018/TCS-4307). The e -Madrid -CM project is also co -financed by the Structural Funds (ESE and FEDER).

Analysis of institutional authors

Zapata-Caceres, MCorresponding AuthorMartin-Barroso, EAuthor

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Proceedings Paper

Computational Thinking Test for Beginners: Design and Content Validation

Publicated to:Ieee Global Engineering Education Conference, Educon. 2020-April 1905-1914 - 2020-01-01 2020-April(), DOI: 10.1109/EDUCON45650.2020.9125368

Authors: Zapata-Caceres, Maria; Martin-Barroso, Estefania; Roman-Gonzalez, Marcos

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Abstract

Computational Thinking (CT) is a fundamental skill that is not only confined to computer scientists' activities but can be widely applied in daily life and is required in order to adapt to the future and, therefore, should be taught at early ages. Within this framework, assessing CT is an indispensable part to consider in order to introduce CT in the school curricula. Nevertheless, efforts involving the formal assessment of computational thinking has primarily focused on middle school grades and above; and are mostly based on the analysis of projects in specific programming environments. A Beginners Computational Thinking Test (BCTt), aimed at early ages, and based on the Computational Thinking Test [1], has been designed including several improvements; submitted to a content validation process through expert ' s judgement procedure; and administered to Primary School students. The BCTt design is considered adequate by experts and results show a high reliability for the assessment of CT in Primary School, particularly in first educational stages.

Keywords

AssessmentBeginners computational thinking testComputational thinkingComputational thinkingsComputer science educationComputer scientistsDaily livesEarly childhood educationEngineeringEngineering educationHigh reliabilityIndustrial engineeringMiddle schoolPrimary educationPrimary schoolsProgrammingProgramming environmentSkillsValidation process

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Ieee Global Engineering Education Conference, Educon due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2020, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category Information Systems and Management. Notably, the journal is positioned above the 90th percentile.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations from Scopus Elsevier, it yields a value for the Field-Weighted Citation Impact from the Scopus agency: 2.89, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Field Citation Ratio (FCR) from Dimensions: 22.36 (source consulted: Dimensions Jun 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-06-08, the following number of citations:

  • WoS: 54
  • Scopus: 76
  • OpenCitations: 47

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-08:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 204 (PlumX).

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Zapata Cáceres, María) .

the author responsible for correspondence tasks has been Zapata Cáceres, María.