Topological sorting as a tool in curriculum planning
SIGCSE '76 Proceedings of the sixth SIGCSE technical symposium on Computer science education
MIMA search: a structuring knowledge system towards innovation for engineering education
COLING-ACL '06 Proceedings of the COLING/ACL on Interactive presentation sessions
Towards a syllabus repository for computer science courses
Proceedings of the 38th SIGCSE technical symposium on Computer science education
ViCurriAS: a curriculum visualization tool for faculty, advisors, and students
Journal of Computing Sciences in Colleges
Analysis of computer science related curriculum on LDA and Isomap
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Proceedings of the ninth annual international conference on International computing education research
Concrete and other neo-Piagetian forms of reasoning in the novice programmer
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Neo-piagetian Forms of Reasoning in Software Development Process Construction
LATICE '13 Proceedings of the 2013 Learning and Teaching in Computing and Engineering
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The development of a coherent curriculum, encapsulating appropriate topics, learning materials and assessment, is crucial for a successful educational experience. However, designing such a curriculum is a complicated task, with challenges in tracing the development of concepts across multiple courses and ensuring that assessment is at an appropriate level at specific points in the curricula. In this paper, we introduce a curriculum mapping framework based on Neo-Piagetian theory that assists lecturers in tracing concept development and assessment throughout their courses. This framework supports the identification of prerequisite concepts, where students are already assumed to be aware of specific topics, and assessment leaps, where students are assessed at a different conceptual level than they have been taught. We illustrate the application of our framework through a case study analysing the syllabus of a sequence of three first year programming courses.