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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