Measuring learning in an open-ended, constructionist-based progamming camp: Developing a set of quantitative measures from qualitative analysis

In this paper we raise the issue of how to assess novice youths' learning of programming in an open-ended, project-based learning environment. One approach could be a way to apply quantitative measures to the analysis of programming education across frequent saves in a variety of open-ended projects. This paper focuses on the first stage of this endeavor: the development of exploratory quantitative measures of youths' learning of computer science concepts through deep qualitative analysis.