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Q6 Evaluation Introduction

21. Computational Thinking

INTRODUCTION

evaluation arrow

You have completed the four stages of Computational Thinking, but you still need to evaluate what you have done. How do you think the process went? What do you think you could have improved? If the problem involves others, have you involved them in the process and have they given you feedback? During this Quest, you will work on these questions and decide whether or not, you need to revisit any of the computational thinking stages. 

learning objectives

I can:

  • Evaluate my complex problem.

KEY VOCABULARY

Constructive feedback: Honest feedback and advice that will help you improve the final outcome.

Evaluation: Making of a judgment about the amount, number, or value of something; assessment.

Feedback: The receiver's response to a message.
Play the Vocabulary Game below to practice the Key Vocabulary. 

You can change the Quiz mode to Flash Cards or Learn using the selection list at the bottom right of the activity that says "Choose a Study Mode." Direct Link

Steps

You chose a complex problem to work on and you used the four stages of computational thinking to create a solution. Now let's take it through an evaluation process to improve its effectiveness and/or to inform programming decisions.

You will use the Computational Thinking Document from Quests 1-5 to assist you during the evaluation process. 

1. Choose an individual or a group to whom you will present your complex problem and describe the problem you have chosen to them. 

2. Depending on the problem, you might focus on the process and/or the outcome. The process is the four stages and the outcome is if you completed all the tasks to solve a complex problem. 

3. Feedback is important as you need data and evidence from your others. For example, if your complex problem was to create a new game for a mobile device, you may need to reevaluate the steps in the game and change the outcome depending on the feedback on the game. 

  • You can gather feedback informally by talking to your peers or intended audience if you designed it for another age group.
  • You can gather feedback by creating a survey using Google Forms, Survey Monkey, or Microsoft Forms. 
  • Encourage your peers to give you constructive feedback. This is honest feedback and advice that will help you improve the final outcome. Here is a short video with great advice when you are giving each other feedback. 

4. After gathering feedback, you need to draw conclusions after learning about the strengths and weaknesses of your complex problem's solution. 

  • Do you need to revise the process to improve the solution?
  • What could you change after reviewing the feedback?

5. Depending on time, your teacher may have you use the feedback to revise and perfect your complex problem. Follow your teacher's instructions for revisions. 

6. You now have the skills to use computational thinking whenever you tackle a complex problem. What will you tackle next?

Completing this Quest

Congratulations on completing the four stages of computational thinking and completing an evaluation process. You are now ready to use these new skills on problems that your teachers assign to you. 

I have completed the Quests as assigned by my teacher. 
Go to the Graduation Page for this Thing



 21.Q6 Student Checklist

21.Q6 Teacher Guide

 

MITECS  Michigan Integrated Technology Competencies for Students, and

ISTE Standards for Students

1. Empowered Learner
a. Articulate and set personal learning goals, developing strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes
c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways

3. Knowledge Constructor
a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions
d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions

5. Computational Thinker
a. Formulate problem definitions suited for technology assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions
b. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making
c. Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving
d. Understands how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions

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