Computational thinking (CT) is nowadays considered as a key set of skills that must be acquired and developed by today’s generation of learners. There is now a consensus that CT should be taught not only in CS classrooms but also in the context of STEM and other subjects. For this reason, CT has recently been included among the educational goals.
CT assessment is one of the open challenges in order to reach this goal, since it is not yet clear which aspects should be evaluated and how. The issue is critical, because assessment not only determines whether or not didactic goals are met, but also drives the design of a curriculum. Several assessment approaches have been developed from different perspectives, but CT has been interpreted within the man perspective of programming skills, neglecting the possible generalization on other skills. Nevertheless, a curriculum that enhances the development of 21st-century skills needs technological and pedagogical underpinning to create a "system of assessments" to measure cognitive, social, and programming skills/attitudes.
TACKLE provides the opportunity to the TEL researchers to discuss and share their ideas on CT assessment. Moreover, the workshop facilitates interdisciplinary collaboration among the participant researchers: CT assessment needs, in fact, to include not only technical and domain-specific skills, but also domain- independent meta-skills.

Call for paperSubmit paper

Important Dates

Draft paper submission deadline:2018-06-20

Draft paper acceptance notification:2018-07-15

Call for paper description

Topics of interest include but are not limited to:

Tools and techniques with technological underpinning for computational thinking assessment

  • Visualization techniques,
  • Learning analytics
  • Recommender systems

Pedagogical underpinning for computational thinking assessment

  • Computational thinking assessment methods (for STEM and other subjects),
  • Relevant measurements for computational thinking assessment
  • Experiences of integration of multiple assessment approaches to measure cognitive, social, and programming skills/attitude

Author guidelines

The following paper categories are welcome:

  • Full papers: description of novel theoretical, empirical or development work on CT assessment, including a substantial contribution to the field (up to 12 pages).
  • Work in progress: ongoing research and current approaches on investigating the field, with initial insights for the community (up to 6 pages).
  • Demos: prototypes, design studies, and tools for the support of CT assessment, which can be demoed and discussed (up to 3 pages).

Submissions will be handled through EasyChair ( All contributions will be peer-reviewed by at least two members of the programme committee evaluating their originality, significance, and rigor. Accepted papers will be published in EUR-WS series which is (as a rule) indexed in SCOPUS and DBLP. More information about proceedings indexing can be found in CEUR-WS FAQ. The use of supplied LaTeX template is mandatory.


  • Ilenia Fronza - Free University of Bozen-Bolzano [Italy]
  • Claus Pahl - Free University of Bozen-Bolzano [Italy]
Program Committee
  • Ilenia Fronza, Free University of Bolzano, Italy 
  • Claus Pahl, Free University of Bolzano, Italy 
  • Luis Corral, Monterrey Institute of Technology and Higher Education (ITESM), Queretaro, Mexico 
  • Felienne Hermans, Delft University of Technology, Netherlands
  • Gregorio Robles, Universidad Rey Juan Carlos (URJC) Fuenlabrada, Madrid, Spain
  • Efthimia Aivaloglou, Delft University of Technology, Netherlands 
  • Marcos Román-González, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain 
  • Nabil El Ioini, Free University of Bolzano, Italy 
  • Casper Harteveld, Northeastern University Boston, MA, USA
  • Kevin Casey, Maynooth University, Maynooth, Ireland
  • Matthew Forshaw, Newcastle University, Newcastle upon Tyne, United Kingdom
  • Aidan Mooney, Maynooth University, Maynooth, Ireland
  • Tommi Mikkonen, University of Helsinki, Finland
  • TBD


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Contact information

  • Ilenia Fronza