Articulating the ineffable. Programming language theory 
cognitive psychology. PhD @Stanford
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I really wonder if these results would change if the assessment wasn't pen/paper. The curriculum seems to be centered around live experimentation (e.g. as shown). Run, observe, remix, repeat. Should a child's understanding be judged by standalone, non-interactive tasks?pic.twitter.com/IitS0F7SsX
Imagine a physics class, where kids are taught scientific method and how to run experiments. Curriculum focuses on making hypotheses, interpreting observations, so on. If the exam is just word problems about using physics formulas, does that test understanding?
In this question, how would a child actually solve it at a computer? They would probably run the code and observe. I feel like we should ask questions that more closely build on students' skills.
cc @ShriramKMurthi curious how y'all approach evaluation in Bootstrap.pic.twitter.com/orDl3I1wj9
We evaluate relative to math. Not much "CS" evaluation. That's not really our goal. But Kathi and I have done a fair bit of CS-ish evaluation at the college level — just not Bootstrap.
You can test physics understanding with word problems, e.g., the Force Concept Inventory.https://en.wikipedia.org/wiki/Force_Concept_Inventory …
Valid point, but I don't think that works here. Physics has immutable laws that sometimes work in counterintuitive ways. But programming is malleable. Say a student thinks "primitive types have no default value" in Java. CSE calls that a misconception. I call it a language flaw.
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