E-Assessment as a Learning Tool

2010 ◽  
pp. 105-114 ◽  
Author(s):  
Reggie Kwan ◽  
Kenneth Wong ◽  
Philip Tsang ◽  
Francis Yu
Keyword(s):  
Multiple Choice ◽  
Hybrid Learning ◽  
Assessment System ◽  
Individual Student ◽  
Online Assessment ◽  
Multiple Choice Questions ◽  
Learning And Teaching ◽  
Irt Model ◽  
Physical Resources ◽  
Competency Level

Using virtual and physical resources to enhance learning and teaching is the cornerstone of Hybrid Learning. This chapter deals with how an online assessment system, as part of a hybrid learning initiative, can be used for learning and not just assessment. A system has been built based on the Item Response Theory (IRT) model. The system helps teachers to gauge the competency level of each individual student and at the same time provides students with feedback and an individualized study path right after a sequence of multiple choice questions attempted by each student.

scholarly journals Building a Descriptive Exam Model for Student Performance using Process Mining Techniques in Examaize System

2020 ◽  
Vol 9 (3) ◽  
pp. 1043-1050
Keyword(s):  
Student Performance ◽  
High Frequency ◽  
Process Mining ◽  
Performance Outcomes ◽  
Assessment System ◽  
Individual Student ◽  
Multiple Choice Questions ◽  
Improve Student Performance ◽  
The Individual ◽  
Mining Algorithms

Paper The objective of this research paper is to determine the understanding of students’ course contents and evaluate student performance according to expectations. There are predefined navigation models available to answer Multiple Choice Questions (MCQs). The individual student responds to these questions in their navigation pattern that results in various Student Performance Outcomes. The research presents the process mining techniques to evaluate students’ answers in the MCQs predefined navigation model in the exaMAIZE Assessment System. This research shows that students navigate all the twenty-five questions according to their way of answering the exam, where seven questions are under high frequency and later analyze to revise the answer on suspicion or difficult. The experiment compared Student Exam Outcomes with the Student Performance Outcomes of each outcome, and the frequency of navigating a question to find out individual student Strengths and Weaknesses. This work can be extended future development of efficient process mining algorithms by applying the next academic session to improve student performance

scholarly journals Assessing assessment: The Authorized Translator’s Examination in Finland

2018 ◽  
Vol 16 ◽  
Author(s):  
Marja Kivilehto ◽  
Leena Salmi
Keyword(s):  
Language Skills ◽  
Multiple Choice ◽  
Assessment System ◽  
Professional Practices ◽  
Two Dimensional ◽  
Multiple Choice Questions ◽  
Assessment Systems ◽  
Language Quality ◽  
Dimensional Assessment

The system for authorizing translators to translate legally valid texts used in Finland was revised in 2008 from a test measuring language skills into an examination containing translation assignments. The examination consists of two translation assignments and a test of the examinees’ knowledge of the professional practices of authorized translators (tested with multiple-choice questions). In the assessment of the translation products, a predefined two-dimensional assessment system is used in which translations are marked for both content and language quality. In this article, we discuss the assessment systems used in Finland, Sweden, Norway and Germany and present the results of a case study on the application of the scoring chart used in the Finnish examination.

scholarly journals Medical Students’ Acceptance of Online Assessment Systems

2016 ◽  
Vol 62 (1) ◽  
pp. 30-32 ◽  
Author(s):  
Marius Petrisor ◽  
Marius Marusteri ◽  
Dan Simpalean ◽  
Emilian Carasca ◽  
Dana Ghiga
Keyword(s):  
Assessment Method ◽  
Assessment System ◽  
Online Assessment ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Computerized Assessments ◽  
Assessment Systems ◽  
One Year ◽  
High Level ◽  
Online Tests

AbstractObjective: The increased use of computers in education lead to computerized assessments, especially web-based assessment systems The aim of this study is to evaluate students’ acceptance of being evaluated using an online web-based assessment system. Methods: A transversal study was performed where a sample of students that used and were accustomed to an online assessment system were asked to fill in a short questionnaire and evaluate its use. Results: The questionnaire items responses show students’ preference for online assessment, as opposed to other assessment forms, like oral examination or classical pen and paper examination. Also it is noticeable the increase in the student number that prefer the online assessment as we move up through one year of study to the next. Conclusions: The study revealed a high level of acceptance for the online multiple choice questions test as an assessment method. Students’ opinion is that online tests are better suited for knowledge assessment and are more objective.

scholarly journals Scoring multiple choice questions

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
John J. Barnard
Keyword(s):  
Correct Answer ◽  
Multiple Choice ◽  
Item Parameter ◽  
Test Taker ◽  
Multiple Choice Questions ◽  
Irt Model ◽  
Fit Statistics ◽  
Person Parameter ◽  
Degree Of Certainty ◽  
Correction For Guessing

This article briefly touches on how different measurement theories can be used to score responses on multiple choice questions (MCQs). How missing data is treated may have a profound effect on a person’s score and is dealt with most elegantly in modern theories. The issue of guessing a correct answer has been a topic of discussion for many years. It is asserted that test takers almost never have no knowledge whatsoever of the content in an appropriate test and therefore tend to make educated guesses rather than random guesses. Problems related to the classical correction for guessing is highlighted and the Rasch approach to use fit statistics to identify possible guessing, is briefly discussed. The threeparameter ‘logistic’ item response theory (IRT) model includes a ‘guessing item parameter’ to indicate the chances that a test taker guessed the correct answer to an item. However, it is pointed out that it is a person that guesses, not an item, and therefore a guessing parameter should be a person parameter. Option probability theory (OPT) purports to overcome this problem through requiring an indication of the degree of certainty the test taker has that a particular option is the correct one. Realistic allocations of these probabilities indicate the degree of guessing and hence more precise measures of ability.

Fuzzy Evaluation of Examinees Through Multiple Choice Questions

Informatica ◽  
2017 ◽  
Vol 28 (4) ◽  
pp. 609-628
Author(s):  
Ali Fahmi ◽  
Cengiz Kahraman
Keyword(s):  
Multiple Choice ◽  
Fuzzy Evaluation ◽  
Multiple Choice Questions
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