Abstract
Computational Thinking (CT) is a key set of skills, and this actually represents an obstacle to the clear definition of an effective assessment strategy. In this work, first we explain why designing an assessment framework is even more challenging for first year elementary school. Based on these premises, we propose to combine the CT educational contribution and the problem-solving skills connected to it with the specific needs of the educational context. Taking into account age and expected educational outcomes, we propose to evaluate algorithmic thinking, problem-solving, and creativity. Finally, we discuss possible challenges related to this approach, and report a set of lessons learned that could contribute to solving these challenges.