"Teacher Practices for Formatively Assessing Computational Thinking with Early Elementary Learners" is the title of a paper by CCT researchers Heather Sherwood, Alice Kaiser, and colleagues, published in a special edition of the journal Education Sciences.

 The article gives the results of a study that asked what kinds of guidance teachers need to identify and support emergent computational thinking development in young students. It was published in a special edition of the journal called "Measuring Children's Computational Thinking Skills," edited by Emily Relkin.

Read the paper here.