Educational robotics has a promising impact on students’ learning which triggers educational institutions around the world to include it in their curriculums. In the Philippines, educational robotics is relatively new, and as of writing the Department of Education has yet to deliver a dedicated robotics curriculum. However, some public and private schools have already designed and implemented their own robotics curriculums in the absence of a standard curriculum, which is the case with De La Salle Santiago Zobel School. Given that the robotics curriculum of the said school is new and educational robotics is a big investment, it is imperative to evaluate the curriculum, and one way is assessing the students through a competency-based test. This paper describes the development of a basic Arduino test to measure students’ competency level in the topics and competencies based on the robotics curriculum of the said school. Twenty-seven competencies were identified. Three parallel items per competency and a total of eighty-one items were constructed. The test items were validated by three external robotics teacher-coaches, and the clarity of each stem and each choice were also examined by three students. The parallel test items were divided resulting in three 27-item test sets. The test sets were administered to grades 10 to 12 students, and Rasch analysis was employed. The final Basic Arduino Test draft measures 59% lower-order thinking skills and 41% higher-order thinking skills and is valid and has high item reliability and item separation, and acceptable person reliability and person separation.
Joel Jalon, De La Salle University, Philippines
Genevieve Pillar, De La Salle Santiago Zobel School, Philippines
Mark Denver Bernardo, De La Salle Santiago Zobel School, Philippines
Jose Marie De Vera, De La Salle Santiago Zobel School, Philippines
Jed Tresmanio, De La Salle Santiago Zobel School, Philippines
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