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The introduction of computing education into curricula worldwide requiresmulti-year assessments to evaluate the long-term impact on learning. However,no single Computational Thinking (CT) assessment spans primary school, and nogroup of CT assessments provides a means of transitioning between instruments.This study therefore investigated whether the competent CT test (cCTt) couldevaluate learning reliably from grades 3 to 6 (ages 7-11) using data from 2709students. The psychometric analysis employed Classical Test Theory, normalisedz-scoring, Item Response Theory, including Differential Item Functioning andPISA's methodology to establish proficiency levels. The findings indicate thatthe cCTt is valid, reliable and gender-fair for grades 3-6, although morecomplex items would be beneficial for grades 5-6. Grade-specific proficiencylevels are provided to help tailor interventions, with a normalised scoringsystem to compare students across and between grades, and help establishtransitions between instruments. To improve the utility of CT assessments amongresearchers, educators and practitioners, the findings emphasise the importanceof i) developing and validating gender-fair, grade-specific, instrumentsaligned with students' cognitive maturation, and providing ii) proficiencylevels, and iii) equivalency scales to transition between assessments. Toconclude, the study provides insight into the design of longitudinaldevelopmentally appropriate assessments and interventions.

The competent Computational Thinking test (cCTt): a valid, reliable and gender-fair test for longitudinal CT studies in grades 3-6