Abstract
This article presents two measures to assess computer science content concepts from an educational point of view. The two measures are the degree of process-related coverage and the degree of educational accessibility. While the degree of process-related coverage determines the significance of process concepts for content concepts, the degree of educational accessibility can be understood as the degree to which content concepts are built upon other content concepts. The application of the two measures demonstrates how computer science content concepts can be semantically positioned so that conclusions can be drawn for their application in competence-oriented computer science education.
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