#CoCreaTIC #5c21

#fabLINE

Assessment of creativity
and computational thinking
in Scratch projects
#VibotLeRobot

CoCreaTic dev. by Collaboration with

Margarida ROMERO Nathalie Kate
Alexandre Jorge
@MargaridaRomero METHELIE ARTHUR
LEPAGE SANABRIA &
#CoCreaTIC & #fabLINE @Methnat @KTAinMTL
ESPE de Kids Code @AlexandreLepage Guillermo PECH
Lead / ESPE de Nice - #CoCreaTIC,
UNS & Université Laval Martinique Jeunesse Universidad de
margarida.romero@unice.fr Nathalie.Methelie@ kate@kidscodejeun Université Laval Guadalajara
espe-martinique.fr esse.org alexandre.lepage.1@ula
val.ca (Mexico)
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

● Introductions (@MargaridaRomero, @MethNat,

@KTAinMTL, @AlexandreLepage)
● 21st century educational challenges and opportunities
● 5 questions :
○ What to learn
○ How to learn
○ What to evaluate
○ Why evaluate
○ How to evaluate
● Let’s evaluate with the CoCreaTIC tool
● Discussion
#VibotLeRobot
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

● Creative programming learning activity and assessment

design. https://scratch.mit.edu/projects/169217142

● How we can evaluate

creativity and
computational
thinking in this type
of creative
programming
activities?
 #VibotLeRobot

margarida.romero@fse.ulaval.ca margarida.romero@unice.fr
#CoCreaTIC lead Professor at ESPE Nice
Université Laval Université Nice Sophia Antipolis
Laboratoire d’Innovation et Numérique
pour l’Éducation (LINE)

#CoCreaTIC #5c21
Techno-creative activities
for the 21st century competencies

#Vibot
A story for the 7 to 107 years old
on robotics and programming
 Nathalie METHELIE
@Methnat
ESPE de Martinique
Nathalie.Methelie@espe-martinique.fr

#R2T2
 Kate ARTHUR
@KTAinMTL
Kids Code Jeunesse
kate@kidscodejeunesse.org
Kids Code Jeunesse
 www.CoCreaTIC.net

#CoCreaTIC development alexandre.lepage.1@ulaval.ca

www.CoCreaTIC.net @AlexandreLepage
Research assistant and developer at
#CoCreaTIC project
(www.cocreatic.net)
 Collaboration with Jorge SANABRIA
#R2T2 Mexico & Guillermo Emmanuel PECH
#CoCreaTIC TORRES
www.CoCreaTIC.net Universidad de Guadalajara
(Mexico)
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

21st century educational

challenges and opportunities
 Robotics and AI,
4th industrial revolution

#R2T2 Thymio @margaridaromero

 The creative class will Jobs with high probability
survive the automation. of automation

Child care (0.4%)

Seller (92%)
Elementary school teacher
(0.8%)
Fast food (91%)
Psychologist (1%)

Computer programmer (1%)

University professor (3%)

Trucker (79%)
Product or service
designer (11%)

#R2T2 Thymio @margaridaromero

Society Education
Curriculum
Intergenerational learning Cocreative uses of technologies for education

Computational
Educational thinking
robotics
Problem solving
Learning through
game creation
Creative Collaboration
programming
Creativity

Critical thinking
Robotics, 4th
Creative 21st century
industrial
class competencies
revolution
 #CoCreaTIC publications

Game-based Vibot the robot, a story

Learning Across introducing robotics
the Lifespan and programming
(Springer) (Romero 2016,
illustrated by Loufane)

Educational
robotics #5c21 15 Co-Creative
Activities for the 21st
Digital game Century Kids (Romero &
creation Vallerand)
Creative
programming

Handbook ‘Jeux numériques

et apprentissages’
#5c21
competencies
@margaridaromero
 Img; @Freepik at FlatIcon
Should kids use technologies ?

?
@margaridaromero
 Is not about the technology (nor its intentions) but about its actual
participatory creative use.

Citizens as ICT consumers Citizens as ICT co-creators

(Interactive ICT usage) (Participatory Knowledge
Co-Creation)
=» Limits: Collaborative
Representativity, problem-solving
Obsolescence techno-creativity

Src: Ladieslearningcode.com
Src: CultOfMac.com

@margaridaromero
 Img; @Freepik at FlatIcon
Should kids use technologies ?

#CoCreaTIC

Passive-participatory model
(Romero, Laferrière, & Power, 2016) based on Chi (2009).
Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural
puzzle-based games to creative programming. CIDUI.
@margaridaromero
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

What to learn
How to learn
What to evaluate
Why evaluate
How to evaluate
#5c21
●Critical thinking
●Collaboration
●Creativity
●Problem solving
●Computational thinking

#5c21
Romero (2016). Design : Dumont

@margaridaromero
○ Computational thinking
is a set of cognitive and
metacognitive strategies linked to
computer-related processes and
methods such as abstraction,
algorithmics, pattern identification,
decomposition and complex
structural organization of
knowledge into logical sequences
(Romero & Vallerand, 2016).

#5c21
Romero (2016). Design : Dumont

@margaridaromero
○ Computational thinking

Not only about code ...

Code literacy

Systems literacy

Analysis Technocreative solution

(making, coding, testing)

@margaridaromero
Computational thinking as a set of cognitive
and metacognitive strategies engaged in the
● analysis and modelling of (complex)
problem-situations,
● and the creation and test of digital system to
provide a creative solution to the problem-situation.

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Romero & Lepage (2016); Romero (2016); Romero & DeBlois (2017)
○ Creative collaboration
as a context-related collaborative
process of shared creation, where a
solution is collaboratively
(co)constructed by a group of
persons and considered as original,
valuable or useful by a group of
reference (Romero & Barberà, 2015).

#5c21
Romero (2016). Design : Dumont

@margaridaromero
 Values and attitudes for
interdisciplinary community-based challenges
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

What to learn
How to learn
What to evaluate
Why evaluate
How to evaluate
 Img; @Freepik at FlatIcon
What kind of activities can engage learners in
creative collaboration?

#CoCreaTIC

Passive-participatory model
(Romero, Laferrière, & Power, 2016) based on Chi (2009).
Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural
puzzle-based games to creative programming. CIDUI.
@margaridaromero
 What kind of activities can engage learners in
creative collaboration?
Interdisciplinary community-based challenges
Design thinking approach Analysis,
Community Definition
Empathy Ideation

Test

Values Prototype
Challenge
Complexity Attitudes
Diversity

Authenticity Programming, educational

robotics, #makered Programming
Engagement
Building
Creative Mechanics
activity Electronics
(socio/co/self)
15 cocreative activities

@margaridaromero
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

What to learn
How to learn
What to evaluate
Why evaluate
How to evaluate
 What to evaluate

● Specific knowledge (e.g. geometry concepts)

● Competences / skills (e.g. #5c21, www.cocreatic.net )
● Attitudes
Creativity

CRc1 - Incubation
CRc1sc1 - Explore a variety of new approaches or solutions.
CRc1sc2 - Incubation of different opportunities, strategies and concepts

CRc2 - Generating ideas

CRc2sc1 - Generating ideas, brainstorming, diverging exploration
CRc2sc2 - Use inspiration to guide the creative process
CRc2sc3 - Combining ideas

CRc3 - Evaluation and Selection

CRc3sc1 - Relevance to the problem situation
CRc3sc2 - Novelty and originality
CRc3sc3 - Capacity to generate other prospectives
Computational thinking as a set of cognitive
and metacognitive strategies engaged in the
● analysis and modelling of (complex)
problem-situations,
● and the creation and test of digital system to
provide a creative solution to the problem-situation.

Mo

t
fac
An mpl

de com
co
aly ex

rte
llin pl
sis pro

a
g/ exi

he
of ble

De ty

gt
an m

sig red

atin
ill-

n ( uc
de

sc tio

cre
fin

he n)
Co

nd
e

ma
d

ga
mp

min

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l
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gra
ity

rov
Pro

imp
nd
ga
tin
Tes
Romero & Lepage (2016); Romero (2016); Romero & DeBlois (2017)
Computational thinking (CTc1)

CTc1 - Analysis. Understanding a situation and identifying its

components.
CTc1sc01 - Understanding a situation
CTc1sc02 - Choose a point of view for analysing the situation
(angle)
CTc1sc03 - Distinction of different types of components
(objects, attributes, functions, events, patterns).
CTc1sc04 - Entities’ attributes or parameter identification and
their changes over time (when dynamic)
CTc1sc05 - Identification of similarities or differences between
entities
CTc1sc06 - Identify events and what they trigger
CTc1sc07 - Identify relationships between entities (eg,
dependency, hierarchy, causality)
Computational thinking (CTc2)

CTc2 - Modelling. Ability to organize and model a situation

CTc2sc01 - Awareness of the importance of sketching and
modelling before implementing
CTc2sc02 - Selection of an appropriate media to express data
models and relations
CTc2sc03 - Data modelling in a way that represents the
situation
CTc2sc04 - Optimal organisation of data
Computational thinking (CTc3)

CTc3 - Code literacy

CTc3sc01 - Describing an algorithm in a natural language
CTc3sc02 - Understanding an algorithm
CTc3sc03 - Understanding and identifying the computational
concepts in the context of an algorithm: blocks, objects,
instructions and operators
CTc3sc04 - Algorithm creation according to the data
modelisation
CTc3sc05 - Evaluation of an existing piece of code and
propose optimisations
Computational thinking (CTc4)

CTc3 - Code literacy

CTc3sc01 - Describing an algorithm in a natural language
CTc3sc02 - Understanding an algorithm
CTc3sc03 - Understanding and identifying the computational
concepts in the context of an algorithm: blocks, objects,
instructions and operators
CTc3sc04 - Algorithm creation according to the data
modelisation
CTc3sc05 - Evaluation of an existing piece of code and
propose optimisations
Computational thinking (CTc5)

CTc5 - Programming
CTc5sc01 - Choose an appropriate language according to the
context
CTc5sc02 - Identifying the function (or code block) for a
certain objective.
CTc5sc03 - Programming using techniques offered by the
selected language
CTc5sc04 - Hand over an error-free program
Computational thinking (CTc6)

CTc6 - Agile and iterative approach

CTc6sc01 - Analysis of errors leading to improvement of the
computer program
CTc6sc02 - The problem is solved in the new version of the
program.
CTc6sc03 - Iterative and optimizing programming approach
CTc6sc04 - Implement reinitialisation codes to make the
program go back to init state
CTc6sc05 - Evaluate the relevance of objects represented /
operationalized in a program in relation to a situation
Computational thinking (I)
CTc1 - Analysis. Understanding a situation and identifying its components.
CTc1sc01 - Understanding a situation
CTc1sc02 - Choose a point of view for analysing the situation (angle)
CTc1sc03 - Distinction of different types of components (objects, attributes, functions, events, patterns).
CTc1sc04 - Entities’ attributes or parameter identification and their changes over time (when dynamic)
CTc1sc05 - Identification of similarities or differences between entities
CTc1sc06 - Identify events and what they trigger
CTc1sc07 - Identify relationships between entities (eg, dependency, hierarchy, causality)
CTc2 - Modelling. Ability to organize and model a situation
CTc2sc01 - Awareness of the importance of sketching and modelling before implementing
CTc2sc02 - Selection of an appropriate media to express data models and relations
CTc2sc03 - Data modelling in a way that represents the situation
CTc2sc04 - Optimal organisation of data
CTc3 - Code litteraty
CTc3sc01 - Describing an algorithm in a natural language
CTc3sc02 - Understanding an algorithm
CTc3sc03 - Understanding and identifying the computational concepts in the context of an algorithm: blocks, objects, instructions
and operators
CTc3sc04 - Algorithm creation according to the data modelisation
CTc3sc05 - Evaluation of an existing piece of code and propose optimisations
CTc4 - Systems and technology literacy
CTc4sc01 - Understanding the features and components of different technologies (computer, robot…)
CTc4sc02 - Distinction between software and hardware
CTc4sc03 - Identification of software and hardware features and limits (feature scope)
CTc4sc04 - Understanding technologies under electronics, networks and systems approaches
CTc4sc05 - Understanding complex information systems
CTc5 - Programming
CTc5sc01 - Choose an appropriate language according to the context
CTc5sc02 - Identifying the function (or code block) for a certain objective.
CTc5sc03 - Programming using techniques offered by the selected language
CTc5sc04 - Hand over an error-free program
CTc6 - Agile and iterative approach
CTc6sc01 - Analysis of errors leading to improvement of the computer program
CTc6sc02 - The problem is solved in the new version of the program.
CTc6sc03 - Iterative and optimizing programming approach
CTc6sc04 - Implement reinitialisation codes to make the program go back to init state
CTc6sc05 - Evaluate the relevance of objects represented / operationalized in a program in relation to a situation
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

What to learn
How to learn
What to evaluate
Why evaluate
How to evaluate
 Why evaluate

Assessment could be formative

Assessment criteria could be used

as a self and co-regulation tool by
the learners during the learning
process (Panadero & Romero,
2014).

Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of
self-assessment on self-regulation, performance and self-efficacy. Assessment in
Education: Principles, Policy & Practice, 21(2), 133-148.
Assessment of creativity and computational
thinking in Scratch projects
#VibotLeRobot #CoCreaTIC #5c21 #fabLINE

What to learn
How to learn
What to evaluate
Why evaluate
How to evaluate
 www.CoCreaTIC.net assessment tool
Overview of the CoCreaTIC assessment tool (Romero & Lepage) :
Phase 1: Activity and assessment design
Phase 2: (Self/teacher)assessment process during (or after) the activity
Phase 1: Activity and assessment design
Design of the techno-creative Identification of competencies to be evaluated
activity (teachers)
Selection of the competencies’ components
Description of a concrete observable of the component
during the activity

Phase 2: (Self/teacher)assessment process during (or after) the activity

Learners’ login with the activity code and they

Outil #5
c21 self-assess their activity based on the observables.
Teachers can download
the results

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 www.CoCreaTIC.net assessment tool
Let’s design an activity and its assessment!
Connect to www.cocreatic.net
Log in with your Google account or create an account
Select the green button “Assessment tool…”

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 www.CoCreaTIC.net assessment tool
Activity and assessment design (I)
You can design your own activity or develop your activity based on one of the
story-to-codes activities available here https://goo.gl/1qMVbu
or imagine Vibot and Scratch wants to visit Bordeaux :
https://scratch.mit.edu/projects/169217142/#editor
Select the second button “Create or modify an activity”

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 www.CoCreaTIC.net assessment tool
Activity and assessment design (II)
Select “Create an activity”

Write the activity title, e.g. “Scratch and Vibot have lost their colours”

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 www.CoCreaTIC.net assessment tool
Activity and assessment design (III)
Select a competency, e.g. “Computational thinking”
Select a component or more; and a sub component and write an observable

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 www.CoCreaTIC.net assessment tool
Ready for assessment !
You can now invite the learners to develop the activity and assess it.

CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage.

 Thanks you for your attention.
Your feedback is welcome! #VibotLeRobot

CoCreaTic dev. by Collaboration with

Margarida ROMERO Nathalie Kate
Alexandre Jorge
@MargaridaRomero METHELIE ARTHUR
LEPAGE SANABRIA &
#CoCreaTIC & #fabLINE @Methnat @KTAinMTL
ESPE de Kids Code @AlexandreLepage Guillermo PECH
Lead / ESPE de Nice - #CoCreaTIC,
UNS & Université Laval Martinique Jeunesse Universidad de
margarida.romero@unice.fr Nathalie.Methelie@ kate@kidscodejeun Université Laval Guadalajara (MX)
espe-martinique.fr esse.org alexandre.lepage.1@ula
val.ca