ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Developing a Process-Oriented Classroom Observation Protocol for Assessing High School Students' Computational Thinking in Science Classrooms: A Rasch-Based Proficiency Framework
Hui Zhao 1
Jan Yu 2
Gaofeng Li 1
1. Shaanxi Normal University, Xi'an, China
2. Hebei Normal University, Shijiazhuang, China
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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, providing educators with detailed insights into CT development patterns to inform differentiated instruction in science classrooms.
Summary
Keywords
Computational thinking, high school, process-oriented classroom observation protocol, proficiency framework, Rasch analysis
Received
10 October 2025
Accepted
05 February 2026
Copyright
© 2026 Zhao, Yu and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Gaofeng Li
Disclaimer
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