Loop Measures Definition Why We Are Looking at it What it looks like

Students may have placed forever

loops into the Scratch code area that
There is a forever loop in the Scratch
they are not/are no longer using.
empty forever loops code area that does not have any The line goes down
Having many empty forever loops may
blocks in it.
show that the student does not know
how to use them very well.

When students place other

There are forever loops in the coding appropriate blocks inside of forever
nonempty forever loops The line goes down
sandbox that have blocks in them. loops, they are showing that they
know how a forever loop can be used.

Although this measure is a

combination of the two above, the
forever Total forever loops, empty or not idea is to see if the student has made The line goes up
their project more complicated by
using more forever loops.

When students place other

There are repeat loops in the coding appropriate blocks inside of a repeat
nonempty repeat loops The line goes up
sandbox that have blocks in them. loop, they are showing that they know
how a repeat loop can be used.

Students may have placed repeat loops

into the Scratch code area that they
There are repeat loops in the coding The line goes down
are not/are no longer using. Having
empty repeat loops sandbox that do not have any blocks (Combined with below for
many empty repeat loops may show
in them. "repeat loop errors")
that the student does not know how to
use them very well.

Students placed a repeat loop into the

Scratch code area, but changed the
default "10" to repeat to a number
that does not repeat. May show that The line goes down
There are repeat loops with a repeat
repeat 0 or 1 the student does not know how to use (Combined with below for
of 0 or 1.
"repeat" very well. (In our case studies, "repeat loop errors")
we had the unique instance of this
purposely being used to get around
requirements for a project. )

Nesting loops shows a deeper

What is the most complex/deep use understanding of how programming
max nested loop depth The line goes up
of loops via nesting? works in Scratch. Shows a "leveling
Up" in programming skills.

Forever if blocks are more difficult to

put into use/understanding than the
forever if The [forever if] block is used Shows if using at all
traditional "forever" block. Shows a
"Leveling Up" in programming skills.
Loop Measures Definition Why We Are Looking at it What it looks like

Repeat until blocks are more difficult

to put into use/understanding than the
repeat until The [repeat until] block is used Shows if using at all
traditional "repeat (10)" block. Shows
a "Leveling Up" in programming skills.
Initialization Measures
variable initialization ratio
initialized variables
initialized graphic effects
uninitialized graphic effects
sprites with position init
sprites missing position init
sprites with direction init
sprites missing direction init
Definition
Compared to the total of
variables used, how many
have the initial state of the
variable set?
When variables are used, is
the variable set to an initial
state?
When using a graphic effect
(within the Looks blocks: color,
fisheye, whirl, pixelate,
mosaic, brightness, and ghost),
is it set to an initial state in the
program?
When a sprite moves, is the
location set to an initial state
in the program?
When a sprite changes the
direction that it is facing, is the
direction set to an initial state
in the program?
Why We Are Looking at it What it Looks Like
Many variables need to be set to a
specific "state" or number; if not
repeating the scratch project will
make it not work as intended. The
ratio of how many variables have been
The line goes up
initialized to how many have not can
show how many variables students
are initializing to work correctly
compared to how many they have not
initialized.
This measure can show how many
variables are being initialized.
Compared to the measure above, it
does not show how many variables The line goes up
are not being initialized, therefore
missing part of the student variable
use picture.
Some graphic effects may reset to
their initial state when a project is
started again. In cases where they do
not reset, the student has to manually Over time, the uninitialized
add programming to cause that reset line goes down, and the
to an initialized state. In general when initialized line goes up
set, it shows clean programming
practices, tying up lose ends that
may/have cause/d a bug problem.
Most projects require an initial
location for a sprite. If there is no
initial location set, when the project is
started a second time, the sprite will
not be in the intended location. There Over time, the uninitialized
are two reasons this might not apply: line goes down, and the
1. the sprite never moves. 2. it does initialized line goes up
not matter where the sprite begins
(example, a ping-pong game, it does
not have to have the ball start in a
specific location).
Most projects require an direction
initialization for a sprite. If there is no
direction set, when the project is
Over time, the direction
started a second time, the sprite will
initialization line goes up,
not be facing the intended way. There
the missing direction
are two reasons this might not apply:
initialization goes down
1. the sprite never moves. 2. it does
not matter if the sprite is facing a
direction. (example, a ball)
Initialization Measures
sprites with size init
sprites missing size init
sprites with tempo init
sprites missing tempo init
sprites with volume init
sprites missing volume init
sprites with show hide init
sprites missing show hide init
sprites with layer init
sprites missing layer init
sprites with pen init
sprites missing pen init
Definition
When a sprite changes size, is
the size set to an initial state in
the program?
When a sprite changes tempo,
is the tempo set to an initial
state in the program?
When a sprite changes
volume, is the volume set to
an initial state in the program?
When a sprite shows or hides,
is the initial state of "show" or
"hide" selected?
When a sprite changes layers,
are the layers set to an initial
state in the program?
When a sprite uses the pen, is
the pen set to an initial state in
the program?
Why We Are Looking at it What it Looks Like
Some projects use the "change size by
Over time, the size
10" to change the size of the sprite
initialization line goes up,
from the original. If there is no initial
the missing size
size set, the sprite will keep
initialization line goes
growing/shrinking on successive
down
project repeats.
Some projects use the "change tempo
by 20" to change the tempo of the Over time, the tempo
sprite. If there is no initial tempo set, initialization goes up, and
the sprite will keep missing tempo initialization
increasing/decreasing tempo on goes down
successive project repeats.
Some projects use the "change
Over time, the volume
volume by -10" to change the volume
initialization line goes up,
of the sprite from the original. If there
and the missing volume
is no initial volume set, the sprite will
initialization line goes
keep getting quieter/louder on
down
successive project repeats.
Many projects require a sprite to hide
(example, during a scene change) or
Over time, the show/hide
show (example, after a scene change).
initialization line goes up,
If there is no initial state of "hide" or
and the missing show/hide
"show" set, when the project is
initialization line goes
started a second time, the sprite will
down.
not be hiding/showing the intended
way.
Some projects use the "go back (1)
layers" to change the layer of the
sprite (example, if the sprite needs to
be behind another sprite, not in front Over time, the layer
of it). If there is no initial layer set, the initialization goes up, and
sprite will keep moving back a layer. If the missing layer
a sprite is being used as a background, initialization goes down
the layer changing sprite can get lost
behind that background sprite. (This
was rarely used)
Some projects use the "pen" blocks to
create a sprite that draws a trail
behind it. If using pen blocks, a sprite Over time, the amount of
must have a "pen down" block to "pen down" blocks is more
achieve results. Without that block, than the lack of "pen down
the student is missing part of their blocks.
understanding on how to use the pen
blocks.
Initialization Measures
program has scene init
program missing scene init
sprites that change costumes
sprites with costume init
sprites missing costume init
Definition
When a program changes
scenes, are the scenes set to
an initial state in the program?
Out of sprites with multiple
costumes, how many change
costumes?
When a sprite changes
costumes, are the costumes
set to an initial state in the
program?
Why We Are Looking at it What it Looks Like
Many projects have more than one
backdrop on the "Stage". If a specific
backdrop is not set to start with Over time, the has scene
(initialization), upon a repeating the initialization line goes up,
project, the backdrop may not be as and missing scene
intended. Looking at this will show if initialization line goes
the student understands how to down
correctly program a backdrop that
they want.
This measure shows a ratio of the
above measure, displaying how many
sprites change costume vs. how many
only have multiple costumes, but do
Over time, the student may
not change them. This shows a
use more costume
clearer picture of student use of
changes, and the line will
sprites with multiple costumes. Do
go up. This could show
they change the costumes? If so, are
more complex projects.
they changing the sprites costume a
few times or many times? Changing a
costume many times can show a more
complex a project.
Many projects have sprites that use
more than one costume. If the initial
state (i.e. the first costume) is not set,
Over time, the has
upon repeating the project, the sprite
costume initialization line
costume will not be as intended.
goes up, and the missing
Looking at this will show if the student
costume initialization line
can change a sprite costume to what
goes down
they want, and that the costume will
be correct once the project is
repeated.
Event-Driven/
Parallelism Measures
proportion of sprites with
green flag
sprites with multiple green
flags
proportion of sprites with
multiple green flags
broadcasts received
Definition
Compared to all sprites, how
many have a green flag? (Does
not include starter blocks that are
not green flags, like key presses)
How many sprites have more than
one green flag block used?
Compared to all sprites, how
many have more than one green
flag block used?
How many broadcasts have a
complete pairing with a receive?
Why We Are Looking at it What it Looks Like
Many projects have sprites that begin
action when the green flag is clicked.
Sprites that don't have a "When green
flag clicked" block hat tend to mean
that the project is not working/yet. The line goes up
(This does not take into account the
other event blocks, such as when key is
pressed, when sprite is clicked, when
backdrop switches, etc.)
We are looking at this measure
because it can show that a student has
a basic understanding of how to run
two+ code stacks at the same time
(parallelism), i.e. movement and
costume change on two different code
The line goes up
stacks so a sprite appears to be
walking. Preferably there are more
than 1-3 blocks connected to each
stack, and not simply the addition of
another green flag to handle
something like initialization only.
When more sprites have multiple
green flag hat blocks, the complexity of
the code increases. This can show
further development of understanding The line goes up
of Scratch programming, and putting
that understanding to use with more
complicated projects.
When a student learns how to do
broadcast, often they do not use it
successfully at first. A common reason
that causes a broadcast not to work as
expected is that the broadcast does
not have a corresponding Receive hat
block. Understanding that broadcast
works to communicate code within a
The line goes up
project to different sprites and the
stage is a step up in abstraction. No
longer is the code for one sprite
happening only within that sprites
code screen, there now may be
sections of code that it can trigger or
be triggered by from outside of that
sprites code screen.
Event-Driven/
Parallelism Measures
broadcasts with multiple
receives
sprites with multiple receives
sprites with multiple identical
receives
Definition
Broadcasts have multiple
receives on same or different
sprites/background
Sprite has multiple receives from
different broadcasts
Sprite has multiple of the same
receives starting parallel code
with a broadcast
Why We Are Looking at it What it Looks Like
Understanding that one broadcast can
trigger multiple receive code stacks on
the same or different sprites and the
stage is a step up in abstraction above
having one broadcast trigger one The line goes up
receive. When this line goes up, it can
show more complicated or
sophisticated programming
techniques.
If a student is fully using broadcast,
one sprite may be triggered by
multiple broadcast coming from itself
or other sprites or the stage. When
this line goes up, it can show more
The line goes up
complicated or sophisticated
programming techniques.
(could be showing the same thing as
measure above)
We are looking at this measure
because it can show that a student has
a more sophisticated (level up)
understanding of how to use a
broadcast to run two+ code stacks at
the same time (parallelism) in the The line goes up
same sprite, i.e. movement and
costume change on two different code
stacks so a sprite appears to be
walking, triggered with broadcast
receive hat blocks.
Conditional Measures
complete conditionals
incomplete conditionals
conditionals using scratch
defined variables
variables used in if or until
Definition
Count of "If" or "Forever if"
or "If Else" blocks that have
conditions and consequents
Count of "If" or "Forever if"
or "If Else" blocks missing
conditions and/or
consequents
Count of "If", "Forever If", "If
Else", "Until", or "Wait Until"
blocks having one or more of
the following in the
condition: 'xpos', 'ypos',
'heading', 'costumeIndex',
'scale', 'backgroundIndex',
'sceneName', 'tempo',
'volume', 'timeAndDate',
'timestamp',
'getUserName', 'timer',
'soundLevel', 'isloud',
'getAttribute:of:'
Count of user-defined
variables used in a condition
in "If", "Forever If", "If Else",
"Until", or "Wait Until"
Why We Are Looking at it What it Looks Like
Shows if the student is trying to use a
conditional statement (if, forever if, if
else), and there are more blocks
The line goes up
connected below the "If"/"Forever
If"/"If Else" block that trigger when
that condition has been filled.
Shows if the student is trying to use a
conditional statement (if, forever if, if
else), but there is something that
causes the conditional statement not
to work as expected. Specifically, that
something would be if the conditional The line goes up
blocks are missing, or if there are no
"consequents" blocks connected
below the(If/Forever If/If Else) block
that trigger when that condition has
been filled.
This measure looks at if a student has
used a Scratch variable (such as those
to the left) within a conditional
statement (If/Forever If/If Else/ If used at all
Until/Wait Until). Shows advanced
understanding and use of Scratch
programming concepts.
This measure looks at if a student has
used a their own variable (such as
health) within a conditional statement
If used at all
(If/Forever If/If Else/ Until/Wait Until).
Shows advanced understanding and
use of Scratch programming concepts.
Conditional Measures
conditionals using sensing
nested conditional in
conditional
nested conditional in loop
conditionals with Booleans
Definition
Count of "If", "Forever If", "If
Else", "Until", or "Wait Until"
blocks having one or more of
the following in the
condition:
'senseVideoMotion',
'touching:', 'touchingColor:',
'color:sees:', 'mouseX',
'mouseY', 'mousePressed',
'keyPressed:', 'distanceTo:',
'answer'
Count of "If" or "If Else"
statements nested within
another "If" or "If Else"
statement
Count of "If" or "If Else"
statements nested within a
loop
Count of "If" and "If Else"
statements with an "or",
"and" or "not" in the
condition
Why We Are Looking at it What it Looks Like
This measure looks at if a student has
used a sensing block(touching other
sprites, touching colors, mouse is at x
coordinate, the mouse is being
clicked), within a conditional If used at all
statement (If/Forever If/If Else/
Until/Wait Until). Shows advanced
understanding and use of Scratch
programming concepts.
This measure shows if a student uses
multiple conditional statements
nested within each other, (e.g. {If
If used at all
mouse x = 30[if mouse y=30] hide}).
Shows advanced understanding and
use of Scratch programming concepts.
Shows up when students create a
smooth user movement integration for
a sprite within a project. {forever[if
If used at all
touching up(move x by 3)]}. Shows
advanced understanding and use of
Scratch programming concepts.
Shows if the student is trying to use a
conditional statement (if, if else) with
Booleans (and, or, not). (Same as
measure in Boolean category that is
named the same)
If used at all
Example of conditional with Boolean:
For sensing the clicking of the mouse
pointer on a sprite: If <<touching
[mouse-pointer]> and ,<mouse
down?>>
Conditional Measures Definition Why We Are Looking at it What it Looks Like

When students use If/If Else

conditionals in green flag
and not in loop
Count of "If" and "If Else"
statements not in a loop.
The "hat" on the associated
script is a green flag.
statements, it is often required that
they use a loop to continually check
the state of the program to see if it
fulfills the statement. If the If/If Else
block is not placed within a loop, it will
only run once. Often this is
The line goes down
undesireable, and is a bug that a
student must fix. Therefore, if this line
is up, and the student fixes the line will
go down. This shows that the student
found and fixed the bug. (one instance
this may not apply is if they removed
the conditional code entirely)
Boolean Measures
conditionals with Booleans
conditionals with
complete Booleans
conditionals with
incomplete Booleans
complete Booleans
Definition
Count of "If" and "If Else"
statements with an "or",
"and" or "not" in the
condition (same as under
conditionals)
Count of "If" and "If Else"
statements with an "or",
"and" or "not" in the
condition. All necessary
arguments are present.
Count of "If" and "If Else"
statements with an "or",
"and" or "not" in the
condition. One or more
necessary arguments are
missing.
Count of complete Booleans
("not" with one argument or
"and", "or" with two)
Why We Are Looking at it What it Looks Like
Shows if the student is trying to use a
conditional statement (if, if else) with
Booleans (and, or, not).
Example of conditional with Boolean: used at all
For sensing the clicking of the mouse
pointer on a sprite: If <<touching
[mouse-pointer]> and ,<mouse
down?>>
Shows if if the student set up the
conditional with Boolean statement
correctly. The measure above is
working.
The line goes up
Example of conditional with Boolean:
For sensing the clicking of the mouse
pointer on a sprite: If <<touching
[mouse-pointer]> and ,<mouse
down?>>
Shows if the student did not set up the
conditional with Boolean statement
correctly. The top measure does not
work as expected.
The line goes up
Example of conditional with Boolean:
For sensing the clicking of the mouse
pointer on a sprite: If <<touching
[mouse-pointer]> and ,<mouse
down?>>
Shows if the student has set up a
Boolean statement correctly, in the
case of it being used without a
conditional.
The line goes up
Example of Boolean statement:
Wait until <<touching blue> or
<touching green>>
Sensing Measures Definition Why We Are Looking at it What it Looks Like

User control blocks (such as key press

Count of key press and mouse
user control block count
press blocks
and mouse press/click) are used to
trigger code within a project. When
they are used, the student has added
user interactivity into a project, which if used at all
can make a project more interesting.
Adding user interaction often takes
more planning and complicated
programming of a project.

Popular code in Scratch Camp to

Count of touching blocks with
touching edge prevent sprites mving off the screen if used at all
"edge" argument
and getting "lost".

User interaction is required to move

the mouse within the project. Adding
Count of touching blocks with
touching mouse user interaction often takes more if used at all
"mouse" argument
planning and complicated
programming of a project.

If a touching block is used that does

not have the argument portion filled in
(e.g. Touching [sprite]) it will not work
as intended and creates a bug that a
student would need to fix. If looking at
touching missing Count of touching blocks with if used at all/line goes
the non-cumulative plots and this line
argument no argument down over time
is up and then goes down, it may show
that the student has found and fixed
this issue. For cumulative plots, the
line will go flat, since cumulative does
not go down in amount.

How many sprites have a block that

Count of touching blocks with a
touching sprite triggers code when a specific sprite is if used at all
sprite as the argument
touching it?

How many sprites have a block that

Count of touching blocks with a
touching color triggers code when that sprite is if used at all
color as the argument
touching a specific color?
Randomization Measure Definition
Counts the amount of that
the
randomization [pick random (#) to (#)]
light green Operators block
gets used in any way.
Why We Are Looking at it What it Looks Like
To create a random effect, such as the
appearance of fruit in a game like Pac-
Man, it takes multiple blocks to be
built together to create one block (e.g
move X by (pick random # to #))
Because of this extra complication o If used at all
building up the block to do what is
desired in theprogram, it tends to
show more complexity in the
understanding of the student on how
to program in Scratch.