Measuring Children’s Computational Thinking Skills

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: 15 July 2024 | Viewed by 370

Special Issue Editors

E-Mail Website
Guest Editor
Education Development Center, Waltham, MA, USA
Interests: computational thinking; early childhood; computer science; educational technologies; assessment

E-Mail Website
Guest Editor
Computer Science and Statistics Department, Universidad Rey Juan Carlos, Móstoles, 28933 Madrid, Spain
Interests: computational thinking; early childhood; primary school; computer science; educational video games; educational technologies; assessment

Special Issue Information

Dear Colleagues:

Computational Thinking (CT) skills equip young learners with the cognitive foundations necessary to succeed in today’s technology-driven society. The acquisition of CT skills is therefore one of the essential goals of contemporary Computer Science (CS) education. There are many CS curricula, educational software programs and other modalities designed to teach the principles of CT to children. Less attention has been paid to the assessment of CT skills in children, resulting in a relative paucity of validated instruments for measuring the impact of this aspect of CS education on preschool and elementary students. Without such instruments, educators may be hard-pressed to accurately gauge their student's progress in acquiring CT skills or measure the effectiveness of their CS lessons. 

The primary objective of this Special Issue is to present an overview of current progress in developing, validating, and implementing measures of Computational Thinking for children and educators. This includes quantitative and qualitative measures of CT, instruments employing coding or “unplugged” challenges as well as standardized, telemetric and adaptive assessment formats. Contributors are encouraged to present empiric data as well as theory papers on this topic.

Topics of interest to this Special Issue include but are not limited to the following topics as they apply to children and their educators:

  • Characterization of instruments for measuring CT skills in children;
  • Game-based assessments of CT;
  • Adaptive CT assessments;
  • Naturalistic CT assessment;
  • Telemetric measures of CT;
  • CT assessment for children with disabilities;
  • Measuring CT skills as they relate to Artificial Intelligence;
  • Measuring the impact of child development on CT skills;
  • CT assessment in large groups;
  • Measuring parent and educator perceptions of CT;
  • Measuring the impact of CT skills outside the context of CS.

Dr. Emily Relkin
Dr. María Zapata Cáceres
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • computational thinking
  • children
  • assessment
  • computer science

Published Papers

This special issue is now open for submission.
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