Dataset for algorithmic thinking skills assessment: Results from the virtual CAT pilot study in Swiss compulsory education

Overview
This dataset was collected during a pilot study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.
As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.

Study Context, Location and Participants
To demonstrate the virtual CAT's effectiveness, we conducted a pilot study in March 2023.
The study was conducted in Switzerland, specifically within the Ticino canton.
The sample consisted of 31 students (21 girls and 10 boys) from a preschool class (ages 4-6) and two low secondary classes (1st grade, ages 11-12). 

Data Collection
Data collection was integrated into a validation module of the app. 
Sessions required manual input for details like date, canton, and school information. 
Students' details, anonymised for privacy, encompassed their gender and date of birth. 
Each interaction within the platform was meticulously logged, capturing operations like task confirmations, command updates, mode changes, and more.

Data Features
The dataset comprises the following files:

ALGORITHMS.csv
CANTONS.csv
DF.csv
LOGS.csv
RESULTS.csv
SCHOOLS.csv
SESSIONS.csv
STUDENTS_SESSIONS.csv
These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.

Usage & Ethics
In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. 
Initial authorisations were secured from school administrators, teachers, and parents. 
Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.

 

REFERENCES

[1] A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. https://doi.org/10.1016/j.chbr.2021.100166

[2] Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. https://doi.org/10.5281/zenodo.10027851 On GitHub: https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/

[3] Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. https://doi.org/10.5281/zenodo.10016535 On GitHub: https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/

[4] Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. https://doi.org/10.5281/zenodo.10015011 On GitHub: https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure

Introducing paper: Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education