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Cs Standardsdataanalysis

The document outlines the K-12 Computer Science Standards developed by the Computer Science Teachers Association (CSTA) and other organizations, emphasizing the importance of data and analysis in computer science education. It provides a unique identifier system for tracking standards across different grade levels and concepts, detailing specific learning objectives for students from K-12. The document is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, allowing for sharing and adaptation with proper attribution.

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3 views5 pages

Cs Standardsdataanalysis

The document outlines the K-12 Computer Science Standards developed by the Computer Science Teachers Association (CSTA) and other organizations, emphasizing the importance of data and analysis in computer science education. It provides a unique identifier system for tracking standards across different grade levels and concepts, detailing specific learning objectives for students from K-12. The document is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, allowing for sharing and adaptation with proper attribution.

Uploaded by

us.high.school01
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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K-12 Standards

Data and Analysis

Revised 2018 7
7
License
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International License. Accordingly, individuals and
organizations are free to share and adapt the materials in whole or in part, as
long as they provide proper attribution, do not use for commercial purposes,
and share contributions or derivations under the same license.

Attribution
The CSTA K–12 Computer Science Standards are created and maintained by
members of the Computer Science Teachers Association (CSTA).
The Association for Computing Machinery (ACM) founded CSTA as part of its
commitment to K–12 computer science education. This work is licensed under
a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
License.
Suggested citation: Computer Science Teachers Association (2017). CSTA K–12 Computer Science
Standards, Revised 2017. Retrieved from http://www.csteachers.org/standards.

The K–12 Computer Science Framework, led by the Association for


Computing Machinery, Code.org, Computer Science Teachers Association,
Cyber Innovation Center, and National Math and Science Initiative in
partnership with states and districts, informed the development of this
work.

The CSTA Standards Revision Task Force crafted standards by combining concept statements and
practices from the Framework. The Task Force also used descriptive material from the Framework when
writing examples and clarifying statements to accompany the standards. The glossary referenced in the
navigation header links directly to the Framework's glossary.

For more information about the Framework, please visit k12cs.org.

2
Legend for Identifiers
Unique Numbering System for the Washington Computer Science K–12 Learning Standards
To help organize and track each individual standard, a unique identifier was developed. An example
appears below:

Framework Computer Science


Level Number
Concept K–12 Learning Standard

Grades Algorithms and Systematically test and refine


17
6-8 Programming programs using a range of test cases.
2 AP 17 Identifier: 2-AP-17

Use the following legend to interpret the unique identifier for each Computer Science K–12 Learning
Standard:

The identifier code corresponds to:


Level – Concept – Number

Identifier Code Key


1A Grades K–2
1B Grades 3–5
Levels

2 Grades 6–8
3A Grades 9–10
3B Grades 11–12
CS Computing Systems
NI Networks and the Internet
Concepts

DA Data and Analysis


AP Algorithms and Programming
IC Impacts of Computing

Integrated into classroom activities through practices:

1 Fostering an Inclusive Computing Culture


2 Collaborating
3 Recognizing and Defining Computational Problems
Practices

4 Developing and Using Abstractions


5 Creating Computational Artifacts
6 Testing and Refining
7 Communicating about Computing
Figure 1: Standards Identifier Code –
Computer Science Teachers Association K–12 Computer Science Standards (2017)
Retrieved from http://www.csteachers.org

3
K-12 Data and Analysis Standards 1A: K-2

Identifier Level 1A: K–2


Store, copy, search, retrieve, modify, and delete information using a computing device
1A-DA-05
and define the information stored as data.
1A-DA-06 Collect and present the same data in various visual formats.
Identify and describe patterns in data visualizations, such as charts or graphs, to make
1A-DA-07
predictions.
Identifier Level 1B: 3–5
Organize and present collected data visually to highlight relationships and support a
1B-DA-06
claim.
Use data to highlight or propose cause-and-effect relationships, predict outcomes, or
1B-DA-07
communicate an idea.
Identifier Level 2: 6–8

2-DA-07 Represent data using multiple encoding schemes.


Collect data using computational tools and transform the data to make it more useful and
2-DA-08
reliable.
2-DA-09 Refine computational models based on the data they have generated.

Identifier Level 3A: 9–10


Translate between different bit representations of real-world phenomena, such as
3A-DA-09
characters, numbers, and images.
3A-DA-10 Evaluate the tradeoffs in how data elements are organized and where data is stored.
Create interactive data visualizations using software tools to help others better
3A-DA-11
understand real-world phenomena.
Create computational models that represent the relationships among different
3A-DA-12
elements of data collected from a phenomenon or process.
Identifier Level 3B: 11–12
Use data analysis tools and techniques to identify patterns in data representing complex
3B-DA-05
systems.
Select data collection tools and techniques to generate data sets that support a claim or
3B-DA-06
communicate information.
Evaluate the ability of models and simulations to test and support the refinement of
3B-DA-07
hypotheses.

4
OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color,
national origin, age, honorably discharged veteran or military status, sexual orientation, gender expression, gender
identity, disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and
complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at 360-725-6162;
TTY: 360-664-3631; or P.O. Box 47200, Olympia, WA 98504-7200; or [email protected].
Download this material in PDF at http://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx.
Please refer to this document number for quicker service: 16-0075.

Chris Reykdal • State Superintendent


Office of Superintendent of Public Instruction
Old Capitol Building • P.O. Box 47200
Olympia, WA 98504-7200

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