Computational thinking has become an increasingly vital competence in our technologically driven world. As a problem-solving methodology, it can be considered a competence that transcends disciplines and plays an important part in multiple diverse fields. It has also gained a more prominent role in the Flemish education system. Therefore, assessing computational thinking and collecting the necessary data to do so has become increasingly important during students' education. This paper describes how the computational thinking competencies of college students can be monitored in a controlled environment. By combining a literature study as well as knowledge of the context wherein the data will be collected, a subset of data sources has been selected that show potential for a multimodal assessment of computational thinking. This paper outlines an envisioned data collection method to gauge computational thinking competencies among second-year computer science engineering students at Ghent University. The desired end result is a collection of data that can be managed and processed as an input source to assess computational thinking and affect educational practices. This paper describes a way of collecting data that shows potential for a multimodal assessment of computational thinking. It also opens the door for future research exploring the potential of AI-driven methods for automatic assessment and the development of interactive visualisation of said assessments.