This professional development workshop series was designed to deepen teachers’ understanding of how to adapt and use formative assessment in K-12 computer science classrooms. In this multi-part series, we present a synthesis of research and many examples, plus interactive activities to practice evaluating, adapting, and responding to assessment items. Examples cover content related to algorithms and programming, with examples across grades 3-12.
These workshops were designed as professional development (PD) in-a-box — i.e., resources that can easily be used and adapted by others to facilitate high quality PD in their own regions and contexts. We recommend implementing as a series of four sessions of approximately 90 minutes each over the course of one month (e.g., weekly) or one semester (e.g., monthly).
Session Design
Each session includes direct instruction synthesizing research on assessment and guided practice with many examples of assessment items. Additionally, there are breakouts for practice of the target skills in small groups. Finally, there is suggested “homework” to apply the learning from each session and preview other resources. Subsequent sessions begin by reviewing this homework to provide some continuity across sessions.
Objectives
- Understand what, why, and how regarding formative assessment.
- Expand types of formative assessment used, and understand the value of different types.
- Evaluate assessment items using a framework or set of design features.
- Identify common misconceptions and select items to diagnose learning.
- Plan how to respond to assessment results.
Session Resources
1: What/Why/How of Formative Assessment
Objectives
- Understand what, why, and how regarding formative assessment.
- Evaluate assessment items using a framework or set of design features.
- Align assessment items to granular learning goals.
Resources
- Slide Deck (embedded above)
- Recording: 60-minute pilot session
- Resource: Common Misconceptions and Student Difficulties in K-12 Introductory Programming
- Breakout Activity: Identifying Misconceptions / Difficulties and Planning Follow-up Action
- Reading (for Homework): Naive Conceptions of Novice Programmers by Sorva, J. (2020) in Computer Science in K-12: An A-Z Handbook on Teaching Programming
Agenda
Kickoff |
8 min |
|
Session 2 Review |
10 min |
|
Presentation / |
15 min |
|
Guided Practice |
12 min |
|
Application / |
35 min |
|
Close-out |
10 min |
|
2: Quality Quizzes for Quick Feedback
Objectives
- Expand types of formative assessment used (and understand the value of different types).
- Select quiz-based assessment items for quick, quality measurement and feedback.
- Evaluate assessment items using a framework or set of design features.
Resources
- Slide Deck (embedded above)
- Recording: 60-minute pilot session
- Resource: Granular Learning Goals of Key Concepts in K-12 Programming
- Breakout Activity: Identifying Problem Types and Designing Alternative Problems
- Readings (for Homework):
- Feedback Through Formative Check-Ins by Grover, S., Sedgwick, V., & Powers, K. (2020)
- Assessing Algorithmic and Computational Learning in K-12 by Grover, S. (2017)
- Methods of Student Assessment by Kao, Y. (2019)
Agenda
Kickoff |
8 min |
|
Session 1 Review |
10 min |
|
Presentation / |
24 min |
|
Guided Practice |
6 min |
|
Application / |
32 min |
|
Close-out |
10 min |
|
3: Tackling Misconceptions Through Formative Assessment
Objectives
- Identify common misconceptions and and student difficulties encountered by novice programmers.
- Select items to diagnose learning.
- Plan how and what follow-up pedagogical action to take to address the misconception based on assessment results.
Resources
- Slide Deck (embedded to the left)
- Recording of 60-minute pilot session
- Resource: Granular Learning Goals of Key Concepts in K-12 Programming
- Breakout Activity: Identifying Granular Learning Goals for Specific Assessment Items
- Readings (for Homework):
- Feedback Through Formative Check-Ins by Grover, S., Sedgwick, V., & Powers, K. (2020)
- Framework for Formative Assessment in K-12 CS by Grover, S. (2021) | slides
Agenda
Kickoff |
8 min |
|
Session 1 Review |
10 min |
|
Presentation / |
24 min |
|
Guided Practice |
6 min |
|
Application / |
32 min |
|
Close-out |
10 min |
|
Development
License & Attribution

Suggested citation: Twarek, B. and Grover, A (2022). Formative Classroom Assessment for Teachers in K-12 Computer Science: A Professional Development Workshop Series. Retrieved from https://csassess.org/fcat.
This work is supported by the National Science Foundation under Grant No. 1943530. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.