Abstract
This paper discusses the use of conceptual structures in the design of computer-based assessment (CBA) tools for e-assessment of programming exercises. In STEM (science, technology, engineering and maths) subjects, universities often observe high dropout and failure rates among the first year students. There are a number of research initiatives that investigate the use of interactive teaching methods and e-learning technologies for improving STEM education. This paper presents a conceptual model of programming exercises and discusses more generally how conceptual structures can be employed for the implementation of CBA tools.
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Priss, U., Jensen, N., Rod, O. (2013). Using Conceptual Structures in the Design of Computer-Based Assessment Software. In: Pfeiffer, H.D., Ignatov, D.I., Poelmans, J., Gadiraju, N. (eds) Conceptual Structures for STEM Research and Education. ICCS 2013. Lecture Notes in Computer Science(), vol 7735. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35786-2_10
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DOI: https://doi.org/10.1007/978-3-642-35786-2_10
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