Refinement of a Multiple Choice Computational Thinking Assessment Guided by Validity Measures

Computational thinking proficiency is an important educational goal in physics. This thinking is foundational for exploring various phenomena in our world. There is yet to be a validated, reliable, and widespread assessment of computational thinking in physics. We begin to address this gap by exploring the facets of computational thinking in the context of introductory physics mechanics. Using results from our previous work, we iterate upon our design of a multiple choice computational thinking assessment in introductory physics to increase validity and reliability. This talk shall first briefly discuss the conception and development of our multiple choice computational thinking assessment for introductory physics along with its validity measures, and then we shall show the additions and changes that have been made to the first version of the instrument that better and more fully capture a snapshot of students computational thinking in physics.