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bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12

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Computer Supported Education (CSEDU 2020)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1473))

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Abstract

In today’s knowledge society, knowing how to interpret, search, communicate, and share new information are key skills for a successful citizen. Such skills, known as 21st-century skills, include critical thinking, teamwork, communication, among others. Currently, there are several proposals on how to integrate the learning of these skills in K-12 through the teaching of computing. Yet, assuming that teaching computing can contribute to the learning of 21st-century skills, there is little systematic evidence available to support this claim. One reason is the lack of 21st-century skills assessment models. Thus, the objective of this article is to present a model for the assessment of 21st-century skills in the context of computing education in K-12. Based on the results of a mapping study, the model is systematically developed as well as its measurement instrument, a self-assessment questionnaire. An evaluation of the reliability and validity of the measurement instrument, based on 394 responses from K-12 students, indicates high internal reliability (Cronbach’s alpha = 0.94). The results regarding the validity of the instrument were inconclusive and based on an explorative factor analysis, we propose a reorganization of the model in stronger alignment with prominent 21st-century skill models. In this way, the bASES21 model represents a first step supporting the assessment of 21st-century skills, aiming at the systematic improvement of teaching computing in schools.

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Acknowledgments

This work was supported by the CNPq (Conselho Nacional de Desenvolvimento Científico e Tecnológico – www.cnpq.br), an entity of the Brazilian government focused on scientific and technological development.

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Authors and Affiliations

  1. Federal University of Santa Catarina, Florianópolis, SC, 88040-900, Brazil

    Christiane Gresse von Wangenheim, Leonardo P. Degering, Fernanda Mioto, Lúcia H. Martins-Pacheco & Adriano F. Borgatto

  2. Federal University of Santa Maria, Santa Maria, RS, 97105-900, Brazil

    Giani Petri

Authors
  1. Christiane Gresse von Wangenheim
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  2. Leonardo P. Degering
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  3. Fernanda Mioto
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  4. Lúcia H. Martins-Pacheco
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  5. Adriano F. Borgatto
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  6. Giani Petri
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Corresponding author

Correspondence to Lúcia H. Martins-Pacheco .

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Editors and Affiliations

  1. University of Illinois, Urbana-Champaign, IL, USA

    H. Chad Lane

  2. University of Denver, Denver, CO, USA

    Susan Zvacek

  3. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

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Gresse von Wangenheim, C., Degering, L.P., Mioto, F., Martins-Pacheco, L.H., F. Borgatto, A., Petri, G. (2021). bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12. In: Lane, H.C., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2020. Communications in Computer and Information Science, vol 1473. Springer, Cham. https://doi.org/10.1007/978-3-030-86439-2_19

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  • DOI: https://doi.org/10.1007/978-3-030-86439-2_19

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