Computational Thinking (CT) Measurement Model Based on Bloom's Taxonomy and the GQM Model

Context: The importance of introducing pedagogical approaches that stimulate computational thinking (CT) in basic and higher education is now recognized. This has led to the development of curricula, didactic strategies, and teacher training programs that seek to identify methods for assessing CT skills such as abstraction, decomposition, and debugging. Aims: This article presents a model for measuring relevant CP skills: abstraction, decomposition, algorithmic/logical reasoning, and debugging. The model is based on Bloom's taxonomy and the GQM model, and is applicable in both technological environments and unplugged activities, providing a comprehensive and adaptable framework for implementation in school settings. Method: The application of Bloom's taxonomy in learning assessment and the GQM model, based on goal setting and metric-based measurement, were analyzed. These approaches were considered suitable for proposing a comprehensive assessment model, which was validated using the PAR (Participatory Action Research). Results: A comprehensive measurement model is presented, consisting of three elements: assessment methods, CT skills metrics, and measurement process. This model allows teachers to identify the level of acquisition of CT skills at both the individual and group levels. Conclusions: The proposed assessment model is flexible and can be adapted to technology-mediated educational environments and to environments where only unplugged activities are possible.