There is an urgent need for educating the next generation of learners with digital tools and making use of digital practices and skills. Education on computational thinking (CT) is widespread around the world with a dominant focus on K12. Recently also higher education has come more to the focus of CTE. However, most of the work on CT in higher education has been focused on teaching and learning programming while less attention has been paid to the underlying skills and competences of CT in different domains. In this article 11 reviews were analyzed to identify constructs being assessed, methods and their characteristics for the delivery of assessment and the context in which the assessment were conducted. The findings indicate that there is certain consensus in the field on what constructs to measure. Last but not least, it was determined from our study that there are often no standards or principles followed for the design of assessment. © Authors(s) 2022.
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