ABSTRACT
This research-track work-in-progress paper contributes to engineering education by documenting progress in developing a new standard Engineering Computational Thinking Diagnostic to measure engineering student success in five factors of computational thinking. Over the past year, results from an initial validation attempt were used to refine diagnostic questions. A second statistical validation attempt was then completed in Spring 2021 with 191 student participants at three universities. Statistics show that all diagnostic questions had statistically significant factor loadings onto one general computational thinking factor that incorporates the five original factors of (a) ion, (b) Algorithmic Thinking, (c) Decomposition, (d) Data Representation and Organization, and (e) Impact of Computing. This result was unexpected as our goal was a diagnostic that could discriminate among the five factors. A small population size caused by the virtual delivery of courses during the COVID-19 pandemic may be the explanation and a third round of validation in Fall 2021 is expected to result in a larger population given the return to face-to-face instruction. When statistical validation is completed, the diagnostic will help institutions identify students with strong entry level skills in computational thinking as well as students that require academic support. The diagnostic will inform curriculum design by demonstrating which factors are more accessible to engineering students and which factors need more time and focus in the classroom. The long-term impact of a successfully validated computational thinking diagnostic will be introductory engineering courses that better serve engineering students coming from many backgrounds. This can increase student self-efficacy, improve student retention, and improve student enculturation into the engineering profession. Currently, the diagnostic identifies general computational thinking skill