## 3 Method
### SW Competency Assessment Tool (CAT)  
We conducted a literature review on SW competency to develop an SW competency assessment tool (CAT). As a result of the literature analysis, Korea's computational thinking-based problem-solving ability evaluation questions emphasize the problem-solving process, and SW competency is divided into analysis ability, design ability, implementation ability, and reasoning ability. Lithuania's Bebras Computing Challenge is not just a diagnostic tool for evaluation but consists of questions that support the understanding of computer science while solving problems. Japan's information literacy assessment tool includes computer science and ethical content in terms of practical ability to use information, scientific understanding of information, and an attitude to participate in the information society. Germany's Abitur is a graduation exam and focuses on evaluating professional knowledge in computer science. Based on our findings, we set the direction for SW competency and tool development. To review the suitability of the SW competency assessment tool, three times of expert councils and pilot tests were conducted for 2 professors of the computer area and 10 teachers to revise and supplement the questionnaire items to suit the purpose of the study. Research procedure details are summarized in Table 1. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Step** & **Div.** & **Description** \\ \hline \multirow{7}{*}{\(1\)} & & \multicolumn{2}{c}{Derive SW competency and set the tool development directions} \\  & & - & Computational thinking-based problem-solving ability (ROK, Confidential) \\  & & - & Bebras Computing Challenge \\  & & (Lithuania, www.bebraschallenge.org/, [accessed on 9 May 2022]) & \\  & & - & Information literacy \\  & & (Japan, www.mext.go.jp/, [accessed on 9 May 2022]) & \\  & & - & Abitur \\  & & (Germany, www.standardsicherung.schulministerium.nrw.de, [accessed on 9 May 2022]) & \\ \hline \multirow{7}{*}{\(2\)} & & \multicolumn{2}{c}{Two professors (one in computer science and one in computer education)} \\  & & & Review the derived SW competency \\  & & & Review tool development direction \\ \hline \multirow{7}{*}{\(3\)} & & \multicolumn{2}{c}{SW CAT Development} & \multicolumn{2}{c}{Develop questions considering the first expert review} \\ \cline{2-5}  & & \multicolumn{2}{c}{Two professors (one in computer science and one in computer education)} \\  & & & Review the developed items \\ \hline \multirow{7}{*}{\(5\)} & \multicolumn{2}{c}{Revision and} & \multicolumn{2}{c}{Revie and supplement the questions considering the second expert review} \\  & & & \\ \cline{1-1}  & & \multicolumn{2}{c}{Test conducted on \(72\) students from} \\  & & & two elementary schools \\ \hline \multirow{7}{*}{\(7\)} & \multicolumn{2}{c}{Ticharers, by school level (four elementary school teachers, two middle school teachers) and four high school teachers)} \\  & & & Review the composition, expression, and difficulty of the questions \\ \hline \multirow{7}{*}{\(8\)} & \multicolumn{2}{c}{Pilot Test Result Analysis} & \multicolumn{2}{c}{Group score analysis} \\  & & \multicolumn{2}{c}{Question analysis} \\ \hline \multirow{2}{*}{\(9\)} & \multicolumn{2}{c}{Revision and} & \multicolumn{2}{c}{Revision/supplementation of questions based on pilot test results and content review by field teachers} \\ \cline{2-5}  & & \multicolumn{2}{c}{Development Completed} & SW CAT development completed \\ \hline \hline \end{tabular}
\end{table} 
Table 1: SW CAT development procedure. The total number of items in the developed SW CAT is 17, and the difficulty and degree of discrimination are shown in Table 2.  
The test tool consists of six analysis questions (35.3%), six modeling questions (35.3%), four implementation questions (23.5%), and one generalization question (5.9%). Each SW competency includes elements of data collection, data analysis, data representation, problem decomposition, abstraction, algorithm, automation, testing, application, and generalization.