Electronic Assessment System Transforms Schools

2015 ◽  
Vol 93 (4) ◽  
pp. 6-7
Author(s):  
Robert Sailler
Keyword(s):  
Assessment System ◽  
Electronic Assessment

scholarly journals Using Electronic Assessment System in Higher Education: Challenges and Solutions for Lectures, Students and Institutions

2019 ◽  
Vol 8 (2S9) ◽  
pp. 673-678
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Technology Development ◽  
Assessment System ◽  
Assessment Process ◽  
Successful Implementation ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Electronic Assessment ◽  
Assessment Systems

Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.

scholarly journals Scientific and methodological support of future educators by means of distance education

2021 ◽  
Vol 128 ◽  
pp. 05010
Author(s):  
Inna Gruzdova ◽  
Tatyana Еmelyanova ◽  
Alla Oshkina
Keyword(s):  
Professional Training ◽  
Rapid Development ◽  
Educational Process ◽  
Assessment System ◽  
Future Teacher ◽  
Professional Activity ◽  
Digital Competence ◽  
Theoretical Substantiation ◽  
Electronic Assessment ◽  
Electronic Support

Improvement of the educational process at the university and, in particular, training of future teachers for professional activity is one of the priorities among social and scientific problems. The specificity of modern education is rapid development of electronic learning environment which entails a change in the ways of interaction between all participants in the educational process. It is important for a future teacher to master experience of scientific and methodological support in the educational process through electronic resources in the absence of a direct contact with students and their parents even during the period of professional training for successful professional activity. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for training of a future teacher in conditions of industrial practice. To achieve this goal, the research results of domestic and foreign scientists and teachers (Atanasyan, Bolbat, Davidson, Farros., etc.) reflecting the types and possibilities of electronic support of students are analyzed and systematized. They are software and electronic educational and methodological support, electronic assessment system. The problems and difficulties that arise among students in organizing remote forms of educational activities are concretized by means of a questionnaire based on the results of various types of industrial practices. They are primarily associated with difficulties in using modern digital technologies and electronic support resources, an insufficient level of digital competence. The conclusion that the need to implement scientific and methodological support of the educational process in digital educational environment actualizes the individual experience of using IT technologies and forms of e-learning and interaction by the future teacher is made. The formation of this experience is possible in conditions of a practice-oriented educational process, including performing the program of industrial practices.

scholarly journals Advancing Electronic Assessment

2007 ◽  
Vol 2 (1) ◽  
pp. 56 ◽  
Author(s):  
Nikolaos Doukas ◽  
Antonios Andreatos
Keyword(s):  
Distance Learning ◽  
Air Force ◽  
Graduate Programs ◽  
Assessment System ◽  
Air Force Academy ◽  
Post Graduate ◽  
Electronic Assessment ◽  
Computer Aided ◽  
Paper And Pencil ◽  
Future Work

A computer-aided assessment system is presented that has been designed to produce and deliver tests to the Hellenic Air Force Academy students and assess their performance. The system is called e-Xaminer and is intended for use in both undergraduate courses and distance learning post-graduate programs of the Academy. The e-Xaminer uses meta-language concepts to automatically generate tests, based on parametrically designed questions. Tests intended for different students may entail differences in the arithmetic parameters. Additionally, different tests may be composed from different but equivalent and randomly chosen sub-questions. The system may also present each student with a scrambled sequence of the same questions, as a counter-measure against cheating. Examinations are delivered via a webbased interface; an automatically generated program marks the answers submitted by each student. e-Xaminer allows the implementation of question parameterisation and counter cheating measures, so that electronic tests become significantly different and more powerful than traditional ones. Sample problems are presented which show the additional features of the e-Xaminer, intended to facilitate the work of the course organiser in issuing and marking the tests, as well as in combating cheating. This paper focuses on some new, advanced types of questions enabled by electronic assessment; it then compares paper-and-pencil exams to electronic exams; results from a small student poll on the electronic exams are also presented. Finally, the directions for planned future work are outlined.

scholarly journals The views of physicians and nurses on the potentials of an electronic assessment system for recognizing the needs of patients in palliative care

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Natalia Radionova ◽  
Gerhild Becker ◽  
Regine Mayer-Steinacker ◽  
Deniz Gencer ◽  
Monika A. Rieger ◽  
...  
Keyword(s):  
Palliative Care ◽  
Assessment System ◽  
Electronic Assessment

scholarly journals Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-based Assessment

2021 ◽  
Vol 19 (6) ◽  
pp. pp490-503
Author(s):  
Hassan Bello ◽  
Nor Athiyah Abdullah
Keyword(s):  
User Satisfaction ◽  
Assessment System ◽  
Learning System ◽  
Three Dimensions ◽  
Assessment Process ◽  
System Quality ◽  
Quality Factors ◽  
Electronic Assessment ◽  
Assessment Systems ◽  
Computer Based

Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed,  limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.

Improving the System of Work with Gifted Schoolchildren of the Region via All-Russian Academic Competition Results Analysis

10.12737/7535 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 3-9
Author(s):  
Абатурова ◽  
Valentina Abaturova
Keyword(s):  
Russian Federation ◽  
Assessment System ◽  
Ministry Of Education ◽  
Academic Competition ◽  
Electronic Assessment ◽  
The Russian Federation ◽  
Web Communities

In light of the new Conduct Procedures the article analyses some of the academic competitions results (season 2013/2014) that are generalized from: data of electronic assessment system of regional competitions, reports of subordinate entities of the Russian Federation on carrying out the All-Russian Academic Competition for schoolchildren submitted to the Ministry of Education and Science of Russia, analytical reports of the central Subject and Instruction Boards, various academic web-communities.

scholarly journals Peer assessment of professionalism in undergraduate medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Vernon R. Curran ◽  
Nicholas A. Fairbridge ◽  
Diana Deacon
Keyword(s):  
Medical Education ◽  
Small Group ◽  
Undergraduate Medical Education ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Professional Behaviour ◽  
Student Opinions ◽  
Electronic Assessment ◽  
Over Time

Abstract Background Fostering professional behaviour has become increasingly important in medical education and non-traditional approaches to assessment of professionalism may offer a more holistic representation of students’ professional behaviour development. Emerging evidence suggests peer assessment may offer potential as an alternative method of professionalism assessment. We introduced peer assessment of professionalism in pre-clerkship phases of undergraduate medical education curriculum at our institution and evaluated suitability of adopting a professional behaviour scale for longitudinal tracking of student development, and student comfort and acceptance of peer assessment. Methods Peer assessment was introduced using a validated professional behaviours scale. Students conducted repeated, longitudinal assessments of their peers from small-group, clinical skills learning activities. An electronic assessment system was used to collect peer assessments, collate and provide reports to students. Student opinions of peer assessment were initially surveyed before introducing the process, confirmatory analyses were conducted of the adopted scale, and students were surveyed to explore satisfaction with the peer assessment process. Results Students across all phases of the curriculum were initially supportive of anonymous peer assessment using small-group learning sessions. Peer scores showed improvement over time, however the magnitude of increase was limited by ceiling effects attributed to the adopted scale. Students agreed that the professional behaviours scale was easy to use and understand, however a majority disagreed that peer assessment improved their understanding of professionalism or was a useful learning experience. Conclusions Peer assessment of professional behaviours does expose students to the process of assessing one’s peers, however the value of such processes at early stages of medical education may not be fully recognized nor appreciated by students. Electronic means for administering peer assessment is feasible for collecting and reporting peer feedback. Improvement in peer assessed scores was observed over time, however student opinions of the educational value were mixed and indeterminate.

scholarly journals A Novel Framework of Success Using of E-Assessment During Corona Pandemic

2021 ◽  
Vol 16 (12) ◽  
pp. 215
Author(s):  
Sultan Refa Alotaibi
Keyword(s):  
Educational Process ◽  
Learning Systems ◽  
Assessment System ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Electronic Assessment ◽  
The World ◽  
E Learning ◽  
Learning Platforms ◽  
Education Process

Recently, the concept of e-learning has spread widely in many universities around the world under the current circumstances (the Corona pandemic), which made e-learning in many countries compulsory for all its students in universities in order not to stop the educational process. In light of the great improvement that some countries are witnessing in information and communications technology (ICT) sector and e-learning platforms, it has become very important to pay attention to the electronic assessment (e-assessment) side, which appeared side by side with e-learning systems. This kind of assessment is overcome some of the limitations in the paper-based assessment. One of the advantages of an electronic assessment (e-assessment) is the ability to provide feedback to the student immediately. Most of the universities around the world were providing e-learning to their students as a development option for the education process, on condition that they attend to take the exam in the universities in attendance. But in the Corona crisis, this thing was not possible, especially in subjects that have very large number of students, so (e-assessment) has become a basic option for most universities in order to achieve the principle of social distancing. Therefore, this paper examines the factors that affect academic acceptance of (e-assessment) system.

scholarly journals Detection of Residents With Progress Issues Using a Keyword–Specific Algorithm

2019 ◽  
Vol 11 (6) ◽  
pp. 656-662 ◽  
Author(s):  
Gaby Tremblay ◽  
Pierre-Hugues Carmichael ◽  
Jean Maziade ◽  
Mireille Grégoire
Keyword(s):  
At Risk ◽  
Recursive Partitioning ◽  
Regression Tree ◽  
Poor Performance ◽  
Assessment System ◽  
Classification And Regression Tree ◽  
Predictive Values ◽  
Electronic Assessment ◽  
Classification And Regression ◽  
Difficulty Score

ABSTRACT Background The literature suggests that specific keywords included in summative rotation assessments might be an early indicator of abnormal progress or failure. Objective This study aims to determine the possible relationship between specific keywords on in-training evaluation reports (ITERs) and subsequent abnormal progress or failure. The goal is to create a functional algorithm to identify residents at risk of failure. Methods A database of all ITERs from all residents training in accredited programs at Université Laval between 2001 and 2013 was created. An instructional designer reviewed all ITERs and proposed terms associated with reinforcing and underperformance feedback. An algorithm based on these keywords was constructed by recursive partitioning using classification and regression tree methods. The developed algorithm was tuned to achieve 100% sensitivity while maximizing specificity. Results There were 41 618 ITERs for 3292 registered residents. Residents with failure to progress were detected for family medicine (6%, 67 of 1129) and 36 other specialties (4%, 78 of 2163), while the positive predictive values were 23.3% and 23.4%, respectively. The low positive predictive value may be a reflection of residents improving their performance after receiving feedback or a reluctance by supervisors to ascribe a “fail” or “in difficulty” score on the ITERs. Conclusions Classification and regression trees may be helpful to identify pertinent keywords and create an algorithm, which may be implemented in an electronic assessment system to detect future residents at risk of poor performance.

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