Developing and Validating a Computational Thinking Skills Test for 2nd Graders in Turkish Primary Schools

Computational Thinking (CT) is widely recognized as a critical skill for 21st-century learning, yet there is a lack of valid assessment tools for early primary students. To address this gap, the present study developed and validated a Turkish CT assessment tool designed specifically for second-grade students. The test development process included expert evaluations and two pilot studies conducted with a total of 667 students from public primary schools in Istanbul, Turkey. Exploratory Factor Analysis revealed a robust two-factor structure consisting of CT concepts and CT practices. Student response data supported this structure, resulting in a 12-item, two-factor model (TLI = .966, CFI = .973, RMSEA = .017). The findings indicate that the assessment is a reliable instrument for identifying early CT skills and supporting curriculum design. However, the reliance on a convenience sample from a single metropolitan area may limit the generalizability of the results to other educational contexts.