Computational thinking assessment: Contributions to the development of complex thinking in higher education

Computational thinking and complex thinking are two approaches of current importance in higher education today, since they seek to enhance trans- versal skills and contribute to solving complex problems effectively, as well as analyzing options from multiple perspectives. Both competencies are considered indispensable for the future, so that students can face life challenges in a better way and propose innovative solutions appropriate to each context. In this work, we present a rubric to measure the Computational Thinking (CT) competency in higher education contexts, designed based on Wing’s (2006) original definition which includes abstraction and automation processes. Our rubric produces quantitative measures about Computational Thinking skills from teachers’ observation. An expert validation procedure was carried out resulting in a tool with high levels of reliability and validity. Findings demonstrate realistic and practical use of the rubric in higher education scenarios and promote the development of trans- versal competencies (including Complex Thinking). Results are discussed in terms of the importance of the promotion of 21st century skills in higher education.