Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition of this need, few studies have rigorously examined teachers' content knowledge in this domain. Addressing this gap requires the development of high-quality measurement tools. This study details the development of an instrument, created as part of the International Computer and Information Literacy Study (ICILS) 2023 in Flanders, to measure lower secondary school teachers' computational thinking content knowledge in a valid and reliable way. The article first outlines the construction process of the instrument, which involved close collaboration with experts in the field and drew upon the framework of Fraillon et al. (2023). Following this, the instrument's psychometric properties are presented, which include both item-level and overall instrument characteristics. These properties were evaluated using data from a sample of 352 participants, applying both Classical Test Theory and Item Response Theory. The final tool consists of sixteen multiple-choice and short constructed response questions. The results indicate favorable item and overall instrument characteristics, thereby affirming its potential to measure the intended construct in a valid and accurate way.

中文翻译：

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教师计算思维内容知识：测量仪器的开发


计算思维已成为全球课程不可或缺的组成部分，因此教师需要培养学生的这种能力。为了有效地满足这些课程要求，教师本身需要扎实的计算思维内容知识基础，这是指他们在该领域拥有的理解和技能。然而，尽管人们普遍认识到这一需求，但很少有研究严格检查教师在这一领域的内容知识。解决这一差距需要开发高质量的测量工具。本研究详细介绍了作为法兰德斯 2023 年国际计算机和信息素养研究 （ICILS） 的一部分而创建的工具的开发，以有效和可靠的方式衡量初中教师的计算思维内容知识。文章首先概述了该仪器的构建过程，该过程涉及与该领域专家的密切合作，并借鉴了 Fraillon 等人（2023 年）的框架。在此之后，介绍了该工具的心理测量特性，其中包括物品级和整体工具特征。这些特性是使用来自 352 名参与者样本的数据评估的，应用了经典测试理论和项目反应理论。最后一个工具由 16 个多项选择题和简短的回答问题组成。结果表明有利的项目和整体仪器特性，从而肯定了它以有效和准确的方式测量预期结构的潜力。