This project is about using innovation in assessments to raise standards based on empirical data. The context is the promotion of transversal and transferable digital knowledge, understanding and skills. It is contextualized with three main reasons:
Computer literacy teachers are more likely to easily understand IT-based systems including contemporary innovation. Therefore, more is needed to generate impact in terms of institutional change and reform of these policies among other teachers. 60,000 students undergo the computer test in England, which is proof that it takes a viable strategy to professionalize this education.
For most 10-14 year olds, computing is a new subject because the emphasis in most schools and countries is low-level and the skills are largely desktop tied to office applications. We have found with partners that teaching more fundamental transferable knowledge and understanding, especially in the younger age groups is needed. Greater rigor in a good computer science approach increases broader reach through the development of so-called ''computational thinking'' closely tied to math and science through problem-based teaching in the context of a technological environment.
''Computational thinking'' is a cross-cutting skill necessary for skill transfer and 'lifelong learning' in a rapidly changing technological landscape. In places where there is no formal computer education, a baseline measurement takes place and allows us to see what children know before this education starts and then through a test we can see what the effect of the education was. This then carries empirical data to support the importance of this education and thus reinforces the importance of the teaching profession and enables what is known as a knowledge triangle. This project provides a unique research opportunity that can be utilized in future projects and in higher education and gradually builds on the work of previous projects.