Assessing computational thinking: an overview of the field

May 20, 2021


David Weintrop

Universtity of Maryland

Daisy Wise Rutstein

SRI International

Marie Bienkowski

Academies of Math and Science

Steven McGee

The Learning Partnership

The last decade has seen rapid growth in the presence of computational thinking (CT) in educational contexts. Those working to advance CT argue that the concepts and skills associated with CT are essential to succeed in an increasingly computational world. As a result of these efforts, CT has a growing presence in K-12 classrooms and beyond. This can be seen in the inclusion of CT in disciplinary standards (e.g. the Next Generation Science Standards and Common Core Math identifying CT as a core practice), as well as national curricular efforts (e.g. the United Kingdom’s national computing curriculum seeks to have students “develop and apply their analytic, problem-solving, design, and computational thinking skills”). Spurred in part by an increase in funding for educational projects at the intersection of computing and other disciplines, a space in which CT is particularly well-suited to con- tribute, the last decade has seen tremendous growth in curricula, learning environments, and innovations around CT education (Tang et al., 2020). In the wake of this growth, this special issue seeks to respond to a question of growing importance: How do we assess computational thinking?


Research Areas


Suggested Citation

David Weintrop, Daisy Wise Rutstein, Marie Bienkowski & Steven McGee (2021) Assessing computational thinking: an overview of the field, Computer Science Education, 31:2, 113-116,

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