Bridging Computational Thinking skill gaps with ASSET and Mindspark CT

Abstract

This paper analyses findings from the ASSET (Assessment of Scholastic Skills through Educational Testing) Computational Thinking (CT) extension, drawing on data from 8,994 Indian students (Grades 3–10). Despite recent reforms advocating CT in curricula, test scores mostly remain between 30% and 50% across four core domains—logical reasoning, pattern recognition, algorithmic thinking, and data interpretation. We spotlight four representative misconceptions that underscore the need for explicit, domain-focused instruction in Indian K–12. Furthermore, we introduce Mindspark CT, an interactive, theme-based program by Educational Initiatives that uses scaffolded puzzles, coding projects, and real-world data analysis to transform students from technology consumers into creators.