- Of students who used code (58%), all but two used Python. The most common reasons for not using Scratch were because they had not used it in a long time and because it felt like the wrong tool.
- Suitability to task: "Python over Scratch because Python seems to be better at number manipulation."
- Comfort/familiarity: "I chose the tools I used based on how comfortable I felt with them. For example, I felt more comfortable with Python than with Scratch, so I used it more."
- 21% of students used ad-hoc computational strategies such as "find" function in a word-processor or sorting numbers in a spreadsheet
![rubric score distributions](/media/slides/summative_measure.png)
Show correlation between projects; correlation of scores to summative assesssment
|Level 0 || Worked by hand or using a calculator. No evidence of a computational strategy.(Ex: guessed pairs of numbers over and over)|
|Level 1 || Worked by hand or using a calculator. Used a computational strategy. (Ex: decomposed the problem; systematically tested cases)|
|Level 2 || Used an ad-hoc tool (Ex: Word, Excel) to implement a computational strategy (Ex: decomposed the problem; sorting; searching)|
|Level 3 || Attempted to implement an algorithm using Scratch or Python, but did not solve all the two-item cases.|
|Level 4 || Successfully implemented an algorithm using Scratch or Python to solve all the two-item cases.|
|Level 5 || Successfully implemented a generalized algorithm solving a more complex case as well.|