Teaching and Assessing Abstraction in K‐12 Computational Thinking Education: A Systematic Literature Review

ABSTRACT Abstraction is widely regarded as a fundamental skill in Computational Thinking (CT). However, the limited proficiency in abstraction demonstrated by undergraduate students when addressing algorithmic problems has prompted calls from researchers to explicitly integrate discussions on abstraction into early Computer Science education. This study employs a systematic PRISMA literature review to examine methodological approaches to teaching and assessment methods for abstraction in K‐12 CT education research. The findings reveal significant inconsistencies in how abstraction is conceptualized and operationalized within CT and highlight a scarcity of qualitative rubrics for its assessment. To address these gaps, the review identifies effective methods and contexts for embedding and evaluating abstraction in both research and practice. Building on these insights, we propose a novel computational problem‐solving framework that integrates vertical and horizontal dimensions of abstraction, offering a comprehensive structure to guide teaching and assessment. The paper concludes with recommendations for enhancing the pedagogy of abstraction in K‐12 CT settings and outlines directions for future research.