Article

Family Matters: Funds of Knowledge in the Design of Culturally Affirming Computational Thinking Assessments

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Abstract

In this paper we describe our approach, working with families, teachers, and students to assess K-2 students’ computational thinking leveraging their funds of knowledge (FoK). We describe four unplugged (non-digital) tasks including (a) the FoK each task sought to leverage; (b) the computational thinking skills the tasks intended to assess; and (c) the extent to which each task was successful based on seven criteria (interactiveness, immersiveness, adaptability, inclusivity, alignment with CT, functionality, accessibility). Across all four tasks, we found two important results: (1) Unlike common deficit narratives about marginalized populations, students engage in and employ CT in a variety of ways at school, at home, and in their communities daily; and (2) Students and families’ experiences and routine everyday practices can provide rich context and inspiration for the development of culturally affirming assessment tasks. 

Keywords: funds of knowledge, culturally affirming assessment, computational thinking, early childhood, formative assessment

How to Cite:

Randall, J., Earnest, D., Thota, N. & Mensing, S., (2026) “Family Matters: Funds of Knowledge in the Design of Culturally Affirming Computational Thinking Assessments”, Practical Assessment, Research, and Evaluation 30(2): 9. doi: https://doi.org/10.7275/pare.3194