An International study piloting the measuring teacher enacted computing curriculum (METRECC) instrument

Abstract

As the discipline of K-12 computer science (CS) education evolves, international comparisons of curriculum and teaching provide valuable information for policymakers and educators. Previous academic analyses of K-12 CS intended and enacted curriculum has been conducted via curriculum analyses, country reports, experience reports, and case studies, with K-12 CS comparisons distinctly lacking teacher input. This report presents the process of an international Working Group to develop, pilot, review and test validity and reliability of the MEasuring TeacheR Enacted Computing Curriculum (METRECC) instrument to survey teachers in K-12 schools about their implementation of CS curriculum to understand pedagogy, practice, resources and experiences in classrooms around the world. The Working Group reviewed and analysed pilot data from 244 teachers across seven countries (Australia, England, Ireland, Italy, Malta, Scotland and the United States). We analysed the pilot results (n=244) and applied four validity tests: face validity, concurrent validity, population validity, sampling validity and construct validity, in addition to a focus group to further revised the instrument. This report presents the pilot results and outcomes of validity testing, as well as revisions made to the instrument. The resulting METRECC tool combines a country report template and a teacher survey that will provide K-12 teachers with a means to communicate their experience enacting CS curriculum. National and regional policymakers can use METRECC data to inform iterative curriculum revision and implementation. We provide open access to the METRECC instrument and data set.