COMPUTATIONAL THINKING TEST ADAPTATION IN GREEK CULTURE: ENSURING ITS CONTENT VALIDITY

Computational Thinking (CT) today is at the heart of the study of many researchers related to education from different countries as it is a vital element for all literate population who will live in the 21st century. However, there is still a lack on the way of integration CT into the diverse education systems and students' grades, as well as the way of measuring and assessing it. Specifically, in Greece, there is a lack of developmental CT-assessment tools for general use to primary school students. And if there are, they mainly measure CT concepts or they measure CT via evaluation tools designed for the needs of each study, which are mainly based on local constructed rubrics, questionnaires, as well as interviews and observation methods. Thus, the CT-skills assessment of Greek primary school students through validated and established CT assessment tools in a more structured and generally accepted way remains a challenge. To this end, Computational Thinking Test (CTt) adaptation to Greek culture is a “key aspect” for providing a valid, accurate and reliable way of assessing CT-skills of Greek primary school students. CTt has been developed in Spain by ‪Marcos Román-González‬ and his research team. This paper presents the adaptation process of CTt aimed at Greek students between 11 and 12 years old (grade 6) through expert's judgment procedure. It also provides the methodology followed for the translation and adaptation of the CTt into Greek culture in order the “equivalence” and “bias absence” of the adapted instrument to be ensured. The process of adapting CTt to Greek culture showed that this test is a well-designed assessment tool that could be adapted, not only to Greek students, but to the culture of students from diverse countries through a similar methodology process that this study followed. This adaptation process methodology is also suggested for researchers of other countries.