设计虚拟 CAT：面向义务教育算法思维评估的数字工具
Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education
AI总结：
本文设计并开发虚拟 Cross Array Task（CAT）数字评估工具，通过迭代与参与式设计验证其可用于瑞士义务教育中 4 至 12 岁学生的算法思维评估。
摘要：
算法思维（AT）是当今数字社会中的一项关键技能，不仅在计算机科学相关领域不可或缺，在日常问题解决中同样不可或缺。作为数字教育与素养的基础组成部分，培养 AT 技能对所有学生都日益重要，并应成为义务教育的标准组成部分。然而，要将 AT 成功融入正规教育，既需要有效的教学策略，也需要稳健且可扩展的评估程序。本文介绍了虚拟 Cross Array Task（CAT）的设计与开发过程，它是一项无插电评估活动的数字化改编版本，旨在评估瑞士义务教育中的算法技能。开发过程遵循迭代设计周期，并纳入专家评估，以改进工具的可用性、可访问性和功能。参与式设计研究在塑造该平台方面发挥了双重作用。首先，它收集来自学生和教师等终端用户的宝贵见解，以确保工具在课堂环境中的相关性和实用性。其次，它促进了与学生 AT 技能相关的数据收集和初步分析，从而对工具在不同发展阶段的评估能力进行初步评价。这是通过一项试点研究实现的，参与者为年龄 4 至 12 岁、覆盖学前到初中阶段的多样化学生群体。最终形成的工具具备多语言支持，并同时包含基于手势和基于可视化积木的编程界面，使其适用于广泛的学习者。试点研究结果证明了该平台的可用性和可访问性，以及其评估 AT 技能的适用性；初步结果显示，它能够满足不同年龄组和教育情境的需求。
英文摘要：
Algorithmic thinking (AT) is a critical skill in today's digital society, and it is indispensable not only in computer science-related fields but also in everyday problem-solving. As a foundational component of digital education and literacy, fostering AT skills is increasingly relevant for all students and should become a standard part of compulsory education. However, successfully integrating AT into formal education requires effective teaching strategies and robust and scalable assessment procedures. In this paper, we present the design and development process of the virtual Cross Array Task (CAT), a digital adaptation of an unplugged assessment activity aimed at evaluating algorithmic skills in Swiss compulsory education. The development process followed iterative design cycles, incorporating expert evaluations to refine the tool's usability, accessibility and functionality. A participatory design study played a dual role in shaping the platform. First, it gathered valuable insights from end users, including students and teachers, to ensure the tool's relevance and practicality in classroom settings. Second, it facilitated the collection and preliminary analysis of data related to students' AT skills, providing an initial evaluation of the tool's assessment capabilities across various developmental stages. This was achieved through a pilot study involving a diverse group of students aged 4 to 12, spanning preschool to lower secondary school levels. The resulting instrument features multilingual support and includes both gesture-based and visual block-based programming interfaces, making it accessible to a broad range of learners. Findings from the pilot study demonstrate the platform's usability and accessibility, as well as its suitability for assessing AT skills, with preliminary results showing its ability to cater to diverse age groups and educational contexts.
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