Date of Award

Spring 5-21-2024

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Christopher Tienken, EdD

Committee Member

Christopher Tienken, EdD

Committee Member

David Miceli, EdD

Committee Member

David Reid, PhD

Keywords

Advanced Placement (AP), Advanced Placement Computer Science Principles (APCSP), Cognitive Complexity, College Board, Functional Fixedness, Higher-order thinking, STEM

Abstract

This convergent parallel mixed methods study with qualitative and quantitative content analysis was conducted to analyze and describe the cognitive complexity of the publicly released Advanced Placement Computer Science Principles Exam questions compared to the language of higher-order thinking found in research literature. Hess’ Cognitive Rigor Matrix was used to determine the frequency and percentage of questions categorized as higher-order thinking within each cell of the matrix. The qualitative method consisted of content analysis of the language of each question analyzed, followed by deductive coding, and culminated with categorizing the depth and type of thinking required on Hess’ Cognitive Rigor Matrix. The quantitative method consisted of using descriptive statistics to determine the frequency and percentage of each question categorized as higher-order thinking within each cell of Hess’ Cognitive Rigor Matrix. To ensure reliability, each coder was trained using Web Alignment Tool training handbook. Coders read each question independently and classified the question using Web Alignment Tool and Hess’ Cognitive Rigor Matrix. Coder then compared their categorization for inter-rater reliability and if there was a discrepancy, the double- read behind consensus model adopted from the Step Model for Deductive Category Application (Mayring, 2000) was used to increase inter-rater reliability. The overreaching conclusions of this study found that a substantial majority (95%) of the practice Advanced Placement Computer Science Principles questions required procedural knowledge, residing in lower-level thinking. The results suggest transitioning to an open-response format is likely to enhance the likelihood of incorporating higher-order thinking skills in the assessment. Open-response questions give students the opportunity to demonstrate their factual knowledge and ability to analyze, synthesize, and apply concepts.

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