Extended computing integrated curricula scored for K-12 CS standards

# **Extended computing integrated curricula scored for K-12 CS standards** [https://doi.org/10.5061/dryad.j6q573nnt](https://doi.org/10.5061/dryad.j6q573nnt) **Framework Development and Scoring Training** Full details about the framework development and training for the scorers can be found at Margulieux, L. E., Liao, Y-C., *Anderson, E.*, Parker, M. C., & Calandra, B. D. (2024). Intent and extent: Computer science concepts and practices in integrated computing. *ACM’s Transactions on Computing Education*. doi: 10.1145/3664825 ## **Description of the data and file structure** The listed computing integrated extended curricula were scored for which concepts and practices they included. The concepts and practices are based on the K-12 CS framework. ### **Computer Science Practices & Non-Programming Concepts** 1 = Present, Blank = Not present ### **Programming Concept Codes** #### Mutually exclusive codes * Nothing - students do not use the concept, or they use a program that has the concept in the background but do not interact with it (e.g., if a Scratch program has a sprite that sets up the background, but students are never guided to look at that sprite, then they aren’t using it (Action Fractions 4th Pizza lesson has good examples). In block-based languages, interact means at minimum work with a block connected to that block. * Use/Employ (E) - students are given code related to a concept that they run to understand how it works or answer questions about it, but they do not change anything about it * Modify (M) - students are given code related to a concept and asked to change something about it, such as change the order of blocks or modify the parameters * Create (C) - students create a new sequence/algorithm, which might involve dragging new blocks into the workspace, writing new code, or repurposing existing code to create a new sequence (e.g., if a starter project includes disconnected blocks, piecing them together in the correct order would be Create, whereas rearranging the order of an existing sequence would be Modify) * Unguided (U) - students are given specifications for the concepts to include in a program but not how to implement them (e.g., the program must include 3 sprites) #### **Non-mutually exclusive codes** * Introduce (I) - when a coding concept is introduced in a non-programming/unplugged context (e.g., related conditionals to decision-making outside of CS) or demoed by the teacher * Reinforce (R) - when a coding concept is reinforced in a non-programming/unplugged context or demoed by the teacher * New Feature (N) - when a coding concept is applied with a new feature (e.g., changing the properties of sprites by changing their size, appearance, sound, etc. would each be a new feature) * Optional (O) - this is a conservative optional, meaning that it doesn’t include all of the possible concepts a student might use or any extra content for advanced students. Instead, it denotes only when a student must pick between different options for completing an assignment (e.g., CS First Storytelling). Thus, our coding focuses on the concepts required to complete the curriculum, not the upper limit of what students might experience during the curriculum. ### **Coding Decision Tree** Are students doing a programming activity? * Yes - for each concept used in code that students interact with, what's the highest level that they use between E > M > C > U (which often involves writing over codes as the lesson progresses). * for each concept, is there a new feature introduced? If yes, add N and descriptor. * if the concept isn't used or the students don't directly interact with it, leave it blank. * No - Are there unplugged instructions or teacher demos? * If yes, then use I (and most likely N). * If not, leave it blank.