María Zapata Cáceres, Universidad Rey Juan Carlos, Spain

Assessing Computational Thinking in Early Learners: From Competency Tests to Multimethod Evaluation

Abstract Computational Thinking (CT) is widely recognized as a key competency in primary education, yet its assessment remains an open and evolving research challenge. This is particularly evident in early educational stages, where cognitive development, limited prior exposure to programming, and the diversity of CT frameworks complicate the design of valid and reliable assessment instruments. This keynote presents research on the assessment of Computational Thinking in early learners, with a particular focus on competency-based tests and their role within broader evaluation approaches. Drawing on validated instruments such as the Beginners Computational Thinking Test (BCTt), the talk discusses methodological decisions involved in test design and interpretation. The presentation reflects on how established CT frameworks—particularly those centered on computational concepts—can inform assessment, while also acknowledging their limitations in capturing computational practices, perspectives, and contextual factors. In this context, the keynote explores multimethod assessment strategies, including the combination of unplugged tests, game-based learning environments, and game learning analytics as complementary sources of evidence. Special attention is given to individual differences, including exploratory findings related to gender, highlighting how assessment design and analytic choices may influence observed patterns. Rather than offering definitive conclusions, the talk outlines open methodological questions and future directions, advocating for integrated systems of evaluation that balance psychometric rigor, ecological validity, and inclusivity in early and primary education.

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