Design and Implementation of an Open-Source Computer-Based Testing System with End User Impact Analysis in Africa

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

Download Full-text

MEMBANDINGKAN IRT MODEL 3PL DENGAN IRT MODEL 4PL UNTUK PENILAIAN MENGGUNAKAN COMPUTERIZED ADAPTIVE TEST

SAINTEKBU ◽

10.32764/saintekbu.v9i1.99 ◽

2016 ◽

Vol 9 (1) ◽

Author(s):

Aslam Fatkhudin ◽

M. Fikri Hidayatullah

Keyword(s):

Testing System ◽

Computerized Adaptive Test ◽

Test Items ◽

Irt Model ◽

Adaptive Test ◽

Irt Models ◽

Best Value ◽

Computer Based ◽

Computer Based Testing ◽

Better Than

One of the computer-based testing is the Computerized Adaptive Test (CAT), which is a computer-based testing system where the items were given to the participants adapted to test the ability of the participants. Assessment methods are usually applied in CAT is Item Response Theory (IRT). IRT models are most commonly used today is the model 3 Parameter Logistic (3PL), which is about the discrimination, difficulty and guessing. However 3PL IRT models have not provided information more objectively test the ability of participants. The opinion of the test participants were tested items were also to be considered. In this study using CAT in combination with IRT model of 4PL.In this research, the development of CAT which uses about 4 parameters, namely the discrimination, difficulty, guessing and questionnaires. The questions used were about UAS 1 English subjects. Samples were taken from 40 students answer with the best value of the total 172 students spread across 6 classes to measure the parameter estimation problem. Further testing using CAT application 4PL IRT models compared to CAT 3PL IRT models.From research done shows that the CAT application combined with IRT models 4PL can measure the ability of the test taker shorter or faster and also opportunities participants correctly answered the test items was done tend to be better than the 3PL IRT models.Â Keywords : Ability, CAT, IRT, 3PL, 4PL, Probability, TestÂ

Download Full-text

Securing Computer Based Testing (CBT) System for Tertiary Institutions in Nigeria

Asian Journal of Research in Computer Science ◽

10.9734/ajrcos/2019/v3i330094 ◽

2019 ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

O. Sarjiyus

Keyword(s):

Research Design ◽

Testing System ◽

Modeling Tools ◽

Tertiary Institutions ◽

Unauthorized Access ◽

Overall Design ◽

Computer Based ◽

Computer Based Testing ◽

Entity Relationship ◽

Examination Question

This research, securing computer based testing (CBT), systems for tertiary institutions provides an improved means for protecting examination question against unauthorized access. The research focuses on developing an independent and secure computer base testing system with an improved level of integrity, authenticity and confidentiality of exam questions. The methodology employed for the research design include studying writing materials on security aspect of CBT such articles and lecture notes as well as physically inspecting how the CBT system works with a view to finding leakages and vulnerabilities. Modeling tools such as UML use cases, Flowchart and entity relationship (E-R) diagrams were used to model the design. The overall design was implemented using HTML, PHP, MySQL and JavaScript platforms in order to actualize the objectives of the design. The system was tested locally using WAMP and found to be effective in reducing the problem of authenticity (especially with the Fingerprint Mechanism embedded) confidentiality and integrity of exam questions.

Download Full-text

Computer Based Testing (CBT) System for GST Exams in Adamawa State University, Mubi

Asian Journal of Research in Computer Science ◽

10.9734/ajrcos/2018/v2i124776 ◽

2018 ◽

pp. 1-11

Author(s):

Abdulkareem Suleiman ◽

Nathan Nachandiya

Keyword(s):

Testing System ◽

State University ◽

Examination Result ◽

Development Life Cycle ◽

Information And Communication ◽

Computer Based ◽

Computer Based Testing ◽

The Cost ◽

Agile Model ◽

Hypertext Markup Language

The examination is one of the most broadly used strategies for assessing learning and capacity of a student. Adamawa State University is engulfed in a lot of irregularities during examination and also delays of results after the examination. These and another manual method of processing results give room for errors during results compilation. The utilisation of Information and Communication Technology in directing examinations can enhance proficiency and decrease the delay of student's result after examination. A Computer Based Testing System (CBT) was designed and implemented to diminish the delay of student's examination result. The CBTS was designed using the Agile model of the Software Development Life Cycle (SDLC). Implementation was done utilising the open source technologies, like XAMPP server, MySQL, PhP, JavaScript, Cascading Style Sheet and Hypertext Markup Language. The CBT presents notice of student's outcome quickly in the wake of taking the examination, enable the student to retake the exam (where necessary), and furthermore give diverse kinds of questions. The utilisation of CBT system can enhance the productivity and gainfulness of scholarly establishments as it diminishes the cost of stationeries and work associated with conducting examination manually. This by implication can reduce the cost of buying examination materials (papers, printers, turners etc) and students can have their results immediately after the examination. The developed system proved to be efficient and can be enhanced by adding other forms of questions like diagrammatic question to make the test address more diverse areas.

Download Full-text

Computer-Based Testing System

Nurse Educator ◽

10.1097/00006223-200005000-00006 ◽

2000 ◽

Vol 25 (3) ◽

pp. 108-109 ◽

Cited By ~ 2

Author(s):

Ann Marriner Tomey

Keyword(s):

Testing System ◽

Computer Based ◽

Computer Based Testing

Download Full-text

Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing

European Journal of Psychology of Education ◽

10.1007/s10212-021-00532-6 ◽

2021 ◽

Author(s):

Inga Wagner ◽

Philipp Loesche ◽

Steven Bißantz

Keyword(s):

Academic Achievement ◽

Test Scores ◽

Performance Testing ◽

Spoken Language ◽

Testing System ◽

Federal States ◽

German Federal States ◽

Mode Effect ◽

Computer Based ◽

Computer Based Testing

AbstractThe German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

Download Full-text