In today’s society, creativity plays a key role, emphasizing the importance of its development in K-12 education. Computing education may be an alternative for students to extend their creativity by solving problems and creating computational artifacts. Yet, there is little systematic evidence available to support this claim, also due to the lack of assessment models. This article presents SCORE, a model for the assessment of creativity in the context of computing education in K-12. Based on a mapping study, the model and a self-assessment questionnaire are systematically developed. The evaluation, based on 76 responses from K-12 students, indicates a high internal reliability (Cronbach’s alpha = 0.961) and confirmed the validity of the instrument suggesting only the exclusion of 3 items that do not seem to be measuring the concept. As such, the model represents a first step aiming at the systematic improvement of teaching creativity as part of computing education.
The journal Informatics in Education and the conference Koli Calling are compared, starting with Simon's system for the classification of computing education papers and going on to conduct a brief bibliometric analysis of the authors of papers in both publications, including their repeat rates and the countries from which they come. The analysis finds that despite their different natures, the Lithuanian journal and the Finnish conference are highly comparable in many respects. The broad conclusion is that the two publications work well together - but it would be good to see some Lithuanian authors contributing papers to Koli Calling.
As part of a wide-ranging phenomenographic study of computing teachers, we explored their varying understandings of the lab practical class and discovered four distinct categories of description of lab practicals. We consider which of these categories appear comparable with non-lecture classes in other disciplines, and which appear distinctive to computing. An awareness of this range of approaches to conducting practical lab classes will better enable academics to consider which is best suited to their own purposes when designing courses.