{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T16:08:47Z","timestamp":1771344527098,"version":"3.50.1"},"reference-count":81,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2026,1,18]],"date-time":"2026-01-18T00:00:00Z","timestamp":1768694400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,1,18]],"date-time":"2026-01-18T00:00:00Z","timestamp":1768694400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Computational thinking (CT) is an essential 21st\u2010century competency, which has already been embedded into K\u201012 education globally and is regarded as a fundamental competency that applies to multiple domains. It is important to adopt non\u2010programming\u2010based instruments to assess CT in various domains, but few studies systematically examine non\u2010programming\u2010based CT assessments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study aims to conduct a scoping review of non\u2010programming\u2010based CT assessments to provide guidance for future research on CT assessments. The summary of non\u2010programming\u2010based CT assessments could reveal their state and gaps, and provide insights for choosing, implementing, or developing appropriate CT assessments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>Following a scoping review approach, this study examined 39 empirical studies published on journal articles between 2006 and 2022. The landscapes, audiences, contexts, and measures of non\u2010programming\u2010based CT assessments are summarised and discussed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Non\u2010programming\u2010based CT assessments have covered all K\u201012 grade levels except for kindergarten, with most studies conducted in China and the United States of America. However, research is limited in Africa, Western Asia, South America, and Oceania. Most reviewed studies were conducted in formal education settings using online platforms and were integrated into various subjects\u2014primarily STEM\u2010related. While many assessments were conducted together with interventions, most of these were programming\u2010related, and corresponding assessments were often misaligned. Problem\u2010test method and self\u2010reported scales were the most frequently used measures. Moreover, single\u2010assessment tools were more commonly adopted than multi\u2010method assessment tools. Future research could focus on informal education settings, leverage online assessments, implement CT assessments in non\u2010STEM subjects, and develop effective non\u2010programming\u2010based CT interventions and aligned assessments.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70191","type":"journal-article","created":{"date-parts":[[2026,1,19]],"date-time":"2026-01-19T01:52:02Z","timestamp":1768787522000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Assessing Computational Thinking Beyond Programming: A Scoping Review of Non\u2010Programming\u2010Based Computational Thinking Assessments for K\u201012 Education"],"prefix":"10.1002","volume":"42","author":[{"given":"Chenyue","family":"Wang","sequence":"first","affiliation":[{"name":"School of Education Shanghai Jiao Tong University  Shanghai China"}]},{"given":"Chang","family":"Lu","sequence":"additional","affiliation":[{"name":"School of Education Shanghai Jiao Tong University  Shanghai China"}]},{"given":"Fu","family":"Chen","sequence":"additional","affiliation":[{"name":"Faculty of Education University of Macau  Macau China"}]},{"given":"Xueliang","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Education Shanghai Jiao Tong University  Shanghai China"}]},{"given":"Qin","family":"Wang","sequence":"additional","affiliation":[{"name":"Faculty of Education Shaanxi Normal University  Xi'an China"}]}],"member":"311","published-online":{"date-parts":[[2026,1,18]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.5430\/elr.v3n1p39"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/1364557032000119616"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2020.106587"},{"key":"e_1_2_13_5_1","doi-asserted-by":"publisher","DOI":"10.21585\/ijcses.v5i4.138"},{"key":"e_1_2_13_6_1","doi-asserted-by":"publisher","DOI":"10.1145\/1929887.1929905"},{"key":"e_1_2_13_7_1","doi-asserted-by":"publisher","DOI":"10.3389\/fcomp.2022.997222"},{"key":"e_1_2_13_8_1","unstructured":"Brennan K. andM.Resnick.2012.\u201cNew Frameworks for Studying and Assessing the Development of Computational Thinking.\u201dPaper presented at 2012 Annual meeting of the American Educational Research Association Vancouver Canada."},{"key":"e_1_2_13_9_1","doi-asserted-by":"publisher","DOI":"10.11144\/Javeriana.upsy16\u20102.sdsw"},{"key":"e_1_2_13_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2017.03.001"},{"key":"e_1_2_13_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11277\u2010016\u20103679\u20109"},{"key":"e_1_2_13_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tsc.2021.100929"},{"key":"e_1_2_13_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10956\u2010019\u201009799\u20103"},{"key":"e_1_2_13_14_1","doi-asserted-by":"publisher","DOI":"10.15388\/infedu.2016.02"},{"key":"e_1_2_13_15_1","doi-asserted-by":"publisher","DOI":"10.1177\/00220221221092409"},{"key":"e_1_2_13_16_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2020.103832"},{"key":"e_1_2_13_17_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40692\u2010017\u20100090\u20109"},{"key":"e_1_2_13_18_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2017.09.004"},{"key":"e_1_2_13_19_1","doi-asserted-by":"publisher","DOI":"10.1177\/07356331221081753"},{"key":"e_1_2_13_20_1","doi-asserted-by":"publisher","DOI":"10.1177\/07356331221134423"},{"key":"e_1_2_13_21_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2022.1045311"},{"key":"e_1_2_13_22_1","unstructured":"Grover S. 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