Advancing Hi-ACT for Multidisciplinary Computational Thinking Assessment in Post-Secondary Education
Advancing Hi-ACT for Multidisciplinary Computational Thinking Assessment in Post-Secondary Education

Summary/Abstract: In the contemporary digital landscape, computational thinking (CT) has become an essential skill for problem-solving across multiple disciplines. In preparing students for these problem-solving skills, measuring CT skills is just as important as teaching CT. However, most of the available tools for examining CT in higher education largely emphasis on programming and technical skills. They neglect other CT domains such as abstraction, teamwork, and communication. This study aims to validate and refine the Holistic Assessment of Computational Thinking (Hi-ACT) scale, which measures CT skills and perceptions across a broader range of cognitive and interpersonal abilities. The revised Hi-ACT instrument was tested on 1,438 undergraduate students from different disciplines in Indonesia, resulting in 4 constructs: effective collaboration, problem-solving and adaptability, analytical thinking, and modelling and algorithmic thinking. Through a process of expert qualitative review, content validation, and factor analysis, the Hi-ACT scale demonstrated high reliability and validity. Cronbach’s alpha values ranged from 0.920 to 0.964, demonstrating a robust internal consistency. The instrument captures important non-technical dimensions, including problem solving, teamwork, and communication. These dispositions are imperative for multidisciplinary learning and collaboration. The restructured Hi-ACT can be a comprehensive tool for educators to measure CT skills, especially for non-computer science students. It can be applied in various academic fields. Future research should extend this validation to different educational contexts and regions to enhance its applicability.

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