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This work deals with assessment of knowledge and learning outcomes in a visual programming environment such as Scratch. It focuses on the examination of detecting various requests in the context of the interactivity design in Scratch with the definition of clear criteria and consistency in theoretical approaches. This is achieved by matching the various ways of request detection to the SOLO taxonomy levels in the form of sample answers ranked in the five hierarchical levels. This work is part of a wider project to form a framework for the evaluation of the visual programming code using tiles. The outcome of this study will allow the educators to have measurable data on the degree of maturity of a student’s code with regard to requests detection. It will also enable them to assess the students’ understanding with regard to the various ways they trace demands between the various processes in a programming environment, as Scratch.
Λαδιάς et al. (Sun,) studied this question.