Exam Papers Research Articles

Primary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice

Teachers perform an important job by encouraging creativity in their lessons and among their pupils. Thus, the present study aims to examine primary school EFL teachers’ attitudes towards creative thinking and their perceptions of what goes on in the classroom. Participants were 434 female primary school EFL teachers, chosen randomly, teaching all grade levels from six educational zones in Kuwait, namely Al-Asema, Hawalli. Al-Farwaniyah, Mubarak Al-Kabeer, Al-Ahmadi and Al-Jahra for the year 2014-2015. The study used a descriptive survey research design using Likert’s five-point scale distributed into three categories: demographic information, teachers’ attitudes towards creative thinking and teachers’ perceptions of their practice. To triangulate the data, a focus group interview was employed along with an analysis of samples of exam papers. Independent variables measured were age, nationality, degree, major, educational zone, teaching experience and in-service training. Results showed teachers’ attitudes and perceptions were high. Significant differences were shown for age, major, educational zone, teaching experience and in-service training. Implications as well as recommendations for future research were discussed.

Digital School Examinations: An Educational Note of an Innovative Practice

The aim of this study is was discuss the effectiveness of a digital school examination practice which was developed, and cultivated at a Norwegian university’s business school over a 9-year period. In this innovative practice, we intended to align the digital school examinations constructively into the course design, and we crafted examination questions and problems aiming to motivate students to acquire a deep learning approach. To hinder cheating on examinations where students brought their own devices, they worked with semi-indivual exam papers. The issues were common, but the students worked with specific data sets. Consequently, no solutions were equal. Empirical indications of effectiveness was derived from multiple sources: a survey, grade distributions, exam scores on question/problem types, and strings from the examination marking. The results show that students were satisfied using spreadsheets on the final school examination, which also motivated them to utilize a spreadsheet in their day-to-day learning activities. Moreover, we found it reasonable to affirm that semi-individual examinations hindered digital cheating.

Comparing the Outcomes of Two Types of Corrective Feedback on EFL Classes’ Final Exam

Despite the fact that the effects of feedback and its various types on the retention of forms are among the hottest debates in TEFL, it is surprising that EFL learners in most of the Iranian language schools do not receive any corrective feedback on their final exam performances other than a simple grade. Feedback on final exams is mostly neglected in English language schools where the students are just made aware of their score with no further feedback on their errors. This study aims at examining the effect of a partly teacher-, partly peer-feedback on final exam papers on the performance of students in the following semesters. The students in the Experimental group were given their exam papers with the errors just underlined by the teacher, for which the students themselves would find the correct answers in groups of 3 or 4 followed by a conference with the teacher, while the control group was just provided with the corrected papers by the teacher, followed by a possible conference with the teacher to solve any questions the students might have encountered. The results indicated that the experimental groups’ speech and written productions contained less errors in the first sessions of the next semester.

Student use of pictures on text‐based examination questions in an undergraduate human anatomy course (530.6)

A retrospective analysis was done on an undergraduate human anatomy multiple choice exam to survey the student use of printed pictures on that exam. The exam was composed of 45 multiple‐choice questions which students had one hour to complete. Seven of the 45 questions contained a visual aid designed to help students with that particular question but was not necessary to answer the given question. Of the 203 exam papers analyzed, 111 students (54.7%) used one of the included pictures which was determined by visual inspection of marks on the picture. Any mark that was determined to have been a meaningful attempt to assist in answering the question as determined by the investigator was counted for this analysis. Frequency counts were tabulated for each question on the basis of two categories; if the student marked on a question and if the student got that answer correct. Chi‐square tests were conducted to see if there were any significant differences in the frequencies between use of the picture and getting the answer correct. Out of the seven analyzed questions, only one question demonstrated a significant difference (p蠄.05). For the students that did not mark on the picture for this question, 37 out of 140 (26.4%) got the question correct while 29 out of 63 (46.0%) marked on the picture and got the question correct. The initial results indicate that a student’s use of an included visual aid had little bearing on getting that particular question correct. Because of the nature of this analysis, it cannot be determined whether the students found the pictures helpful. Instructors could use this type of analysis to identify visual aids that are either not used by the students or maybe have a negative effect on the students answer choice.

Investigation of Science and Technology Exam Questions in Terms of Mathematical Knowledge

Abstract The connection between science and mathematics is undeniable but also a complex phenomenon. The present study aimed to examine types of questions in science exam papers in 7 th grade “force and motion” unit and the consistency between questions and objectives in this unit. The study also aimed to determine if there are questions related to mathematics. If yes, which mathematics subjects they are related with. Document analysis was used for data collection. 19 exam papers prepared by different science teachers were collected and examined. Findings revealed that science teachers mainly used multiple choice questions and their questions included mathematical knowledge.

Simplified Reliable Procedure for Producing Accurate Student's Ability Grade Using Rasch Model

Normal practice informal examination does not assess accurate measure of student's ability, as it merely counts the score of every question t o be considered for student's grade. How to assess accurate student's ability performance, reliably and simply for all educat ors practice? Measurement of student's performance must be assessed for right and desired learning out comes, using right and reliable instrument, with right and accurat emeasure scale for student's a Using Rasch model, exam paper will be distributed and st udent's answer will be analyzed via 6 simplified steps with preset templates to produce accurat e student's ability score within psychometric scale and percent ile marks, with scientific reliability level for each student's responses. This proposes simple procedure uses Rasch model t o measure student's ability using psychometric scale, which manipulates student's answer into ratio-based log odd unit. This paper proposes a simplified procedure which is fit to be applied by all teachers or lecturers, using Rasch model which offers reliable solution in producing accurate ability marks for student s, together with scientific reliability score for student's answer.

An Evaluation of the Examination Assessment Techniques used by the Zimbabwe School Examinations Council (ZIMSEC) for grade 7 Deaf Candidates (PART B.)

The study evaluated the examination assessment techniques used by ZIMSEC at grade 7 level. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non – probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that the assessment language (English) was a great barrier to the deaf candidates as questions were asked in their abstract form. There was also concern raised where sign language differences could affect interpretation of examinations. More importantly the results revealed that teachers of the deaf were not involved in the marking process and the majority was not aware of how the exam scripts are marked or the availability of an assessment policy. Lastly the grading system used did not have some special provisions for the deaf candidates. The study recommended that the Zimbabwe School Examinations should establish flexible formats for candidates with profound hearing impairment to be able to present their responses. These formats should include signing on videos and responding in sign language to an amanuensis/ transcriber. The Government and stakeholder should establish a sign language authority to unify in language, train teachers of the deaf in sign language, interpretation ethics and license sign language interpreters. Zimbabwe School Examinations Council should establish guidelines that are specific to the marking scripts for candidates with profound Hearing Impairment. The government should establish and enforce a policy on the assessment of candidates with hearing impairments. It was also recommended that the Curriculum Development Unit should establish a sign language syllabus to allow candidates with hearing impairment to be assessed for proficiency in their primary language instead of proficiency in English and local languages. Key terms: Measurement: Deafness, Special School, Hearing impairment, Assessment procedures Examination Accommodation, Special arrangements

Examination Question Paper Development and Administration for Deaf Learners at Grade 7 Level: Reflections of the Zimbabwe School Examinations Council (ZIMSEC)

The study analyzed the development and administration of examination question papers for grade 7 deaf candidates in Zimbabwe. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non –probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that there are a few modifications being done for deaf candidates during item development and the administration of exams at grade 7 level. Respondents also exhibited varying knowledge levels regarding what is supposed to be done for the deaf candidates pointing to systems barriers. Teachers of the deaf who are the key stakeholders were not being involved in the development of model test items for the deaf candidates. The study concluded that the low pass rates among deaf candidates is more of a result of external factors especially the unsystematic way exams are being administered. It was recommended that the Zimbabwe School Examinations Council should modify assessment instruments for candidates with profound hearing impairment. The Zimbabwe School Examinations Council should also involve teachers of candidates with profound hearing impairment during test development from the initial stages through item writing workshops so that tests are set with candidates with hearing impairment, not to be treated as an append ache. Key terms: Measurement: Deafness, Special School, Hearing impairment, Assessment procedures Examination Accommodation, Special arrangements

Quality theory paper writing for medical examinations.

Aim & Objectives: Developing a tactful paper writing skill, through delivery and depiction of the necessary expressions required for in standard or superior essay writing. Understanding relevance and tact of theoretical expression in exam paper writing Learning Indices of standard or quality theory/essay answer (SAQ/LAQ). Applying knowledge and skill gained through these theory writing exercises and assignments to achieve high or better scores in examinations. The study subjects were divided into two groups- Group A (17 students) and Group B students (10students). The students were selected from II M.B.B.S 4(th) term. Students of Group A were sensitized on how to write a theory paper and went through 4 phases namely pre-sensitization test, sensitization (imparting them with skills of good theory paper writing through home assignments and deliberations/ guidance), post-sensitization test and Evaluation. Students of Group A (17 students) undertook theory tests (twice, i.e. before and after sensitization) and Students of Group B (10 students) who were not sensitized and took the theory test with post sensitized Group A students (random 10 students). Both groups were given general pathology as the test syllabus, taught to both groups in didactic lectures during the last 6 months. The results of pre and Post-sensitization tests from both groups were analyzed. Intra group comparisons (pre sensitized Group A with Post sensitized Group A) and inter group comparisons (Non-sensitized group B with Sensitized Group A) were made. Significant results were found between results of pre and Post-sensitization tests in Group A (intra group analysis) and inter group (Group A and B) Post-sensitization tests, as there was remarkable improvement in student theory paper writing skills post sensitizing the students of Group A. Medical students should be mandatorily guided and exposed to the nuances and tact of writing the theory paper for their examinations, as it definitely gives them better understanding of presentations ultimately improving their score in the theory exams.

Assessing Students’ Chronological Understanding with Particular Reference to the Examples of CSAT History Exam Papers

This study attempts to examine types of items in College Scholastic Ability Test(in the following CSAT) History that are devised to assess students’ chronological understanding. The nature of historical study can be characterised as an attempt to provide access to the riches of human experience, including the framing of its long-term development as well as its immediate details. In this respect, close attention needs to be drawn to the issue of how to access students’ ability to understand historical time. Some patterns of the structural elements of questions used in the previous exams are identified through analysing Korean History, Korean Modern and Contemporary History, and World History exam papers between 2005 and 2013. The items in question can be divided into two types: sequencing alternatives in a chronological order and selecting an alternative that falls into the time span guided by item stem and instruction. This study intended to provide suggestions for the development of exam questions that access students’ chronological understanding, with a focus on the form and type of multiple-choice type items. In conclusion, it should be emphasised that items in exam papers are devised to access students’ understanding of big pictures of history rather than their fragmented knowledge about specific date and event. In particular, more attention needs to be paid to the question of how to enable students to make sense of historical time in the light of causal relationship, incorporating history’s multiple dimensions.

Public Relations Education at the Crossroad: Trend and Realities.

Abstract: This paper explores the issues of public relations academics credentials on teaching public relations at undergraduate level. Generally, most Asian universities look to the United States education system as the ideal model in developing their own curricula, and frequently invite American professors as visiting fellows to help set up their programmes. In addition, Asian universities, including those in Malaysia and Indonesia still harbour the view that the US offers the best public relations education and practices, and therefore follow the US model regarding any matters related to curriculum, study materials, teaching modules, learning resources and the structure of exam papers. Whilst seeming efficient, as the US leads the fields of public relations, it appears to be done blindly without considering such variables as the encompassing political, economic, legal, media and cultural factors of the society adapting these curricula that should determine the roles and functions of public relations practitioners in any given country. This paper concludes that US still offers the best public relations education in comparison to any Asian universities due to lack of academic credentials.

AN IN-DEPTH ANALYSIS ON INTEGRATING CAMPUS RADIO FREQUENCY IDENTIFICATION SYSTEM ON CLOUDS FOR ENHANCING SECURITY

Several measures had been taken to ameliorate security technology at campuses using latest technologies available. Radio Frequency Identification (RFID) technology in campuses is mainly used for recording attendance which is further extended to activity monitoring and individual security. This research paper proposes a framework of RFID integrated solution for enhanced campus IT security including human, campus IT asset traceability, student’s valuables tracking, exam papers leakage security and issue authentic certificates. In order to meet the growing requirements of campus security system, the use of RFID technology in existing campus application has to be expanded where RFID technology certain performance issues may arise. Designing RFID enabled scalable and reliable applications is difficult due to managing and handling data banks generated by RFID tags, which further requires enhancing the entire IT infrastructure, inconvenient for Small and Medium Enterprise (SME) such as academic institutions having budgetary constraints. Therefore in order to take RFID campus implementation to the next level and create internet of things based applications, campuses have to embrace the concept of using the leading edge technology of cloud computing due to its both technological and economic benefits for supporting RFID technology.

A Computer Based Assessment System for Undergraduate Electrical Engineering Modules

Good assessment is an essential component of good learning. Marking test and exam papers for large classes is however a time-consuming and repetitive task. This paper reports on the design and implementation of a computer based assessment (CBA) system suitable for undergraduate engineering modules. This prototype CBA system is capable of automatically grading relatively open-ended analysis and design problems and is also relatively user friendly. This CBA system consists of two separate subsystems, namely a test delivery subsystem and an automatic grading subsystem (which is the contribution of this paper). Automatic grading of the student answer papers is performed in Matlab � . The grading subsystem can automatically grade typed student answers containing symbolic mathematical expressions as well as numeric answers. Grading is performed accurately, consistently and very fast compared to a human lecturer. Students are given partial credit for partially correct answers and feedback is given in a very intuitive form quite close to the traditional manner in a pen-and-paper test. The system has been successfully used to take final exams in a second year engineering module on basic circuit analysis.

Instructors�� Classroom Assessment Practices as a Function of Training Background and Teaching Experience with Particular Reference to Final Examinations

The purpose of the study was to analyze the assessment practice of Debre Markos University instructors as a function of training background and teaching experience with reference to final examinations. Furthermore, the study aimed at investigating the perception of students about the classroom assessment practices of their instructors and the perception of teachers on their classroom assessment practices. The subjects of the study were 280 students and 51 instructors from the five colleges. In addition to this 65 final exam papers were collected from the respective colleges. The instruments used for the study were document analysis (i.e., exam papers), and questionnaires. The data collected were analyzed using descriptive techniques and were tested through t-test and one-way ANOVA. The result suggested that there was significant difference in including the general information’s of test construction principles, writing good multiple choice and short answer items as a function of training background. It was also observed that significant difference was observed in including the general information’s of test construction principles and writing good short answer items as a function of teaching experience. Significant mean difference was not observed on the perception of instructors on the assessment practices. However, significant difference was observed in the perception of students about the assessment practice of instructors across different colleges. On the basis of the findings, conclusions were drawn.

An Intelligent Test Paper Generation Algorithm Based on Adjustment of Overall Difficulty Degrees

Intelligent test paper generation is an important factor for online examination systems, which determines whether the system can be used to effectively test the true levels of the testees. For the current algorithms of test paper generation that is low success rate, long time-consuming and the generated exam papers are difficult to meet actual demands, an intelligent algorithm of test paper generation is presented, that is based on adjusting of overall difficulty degrees of the test questions. According to the levels of difficulty degrees and the number of each type of questions required by the users, an appropriate number of questions for each level of the difficulty degree for the test paper is generated by the algorithm. Then, the corresponding questions are extracted randomly. Simulation results show that the intelligent test paper generation algorithm is faster, of good quality, the generated test papers can meet the actual demands.

A Gitest-Based Analysis and Evaluation in Language Testing—A Case of a Final Exam

This paper analyses and evaluates an English final exam paper through GitestIII, which was developed and popularized by Guangdong University of Foreign Studies. The analysis includes detailed item response analysis for objectives, obtaining such information as reliability, validity, difficulty, discrimination index, etc. With this case study done, language teachers would be encouraged to adopt the application of modern statistics such as Gitest and SPSS in similar exams to get more useful information about the exams, thus guiding the teaching and testing more efficiently and scientifically.

Making gazes explicit: facilitating epistemic access in the Humanities

This paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or ‘disadvantaged’ learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate ‘what counts’ in particular courses and disciplines. In order to operationalise this, we used Maton’s Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the ‘codes’, ‘gazes’ and ‘lenses’ for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences.

Generic Education based Optimized Search Engine using Web Services and Location Services

engines available in the current scenario provides the content in number of fields whether it is related to science, technology, research or education but there is a scope of improvement which can lead to a search engine for a specific filed such as search engine specifically for Education purpose. A search engine hardly provides essential educational related content relevant to the student's search query. Due to the text and their relationship of the request made by student is not analyzed up to full extent in generic search engines. So here the need for an education level optimized search engine arises. The area of education based optimized search engine has a great scope and it is not taken into consideration by any educational institute. The current topic focused on education level search engine by using web services and location based services. Analyzed query both syntactically and semantically as in SIEU (Semantic Information Extraction in University Domain).In SIEU web services related to students material not mentioned in the paper what they exactly used and location based mapping was also not there, it only uses Google search API. Web services like query regarding future scope of research papers, query for department exam papers etc. Location based mapping is the additional feature covered in this paper. In future work will be done on location based mapping to implement it dynamically.

Evaluation on effectiveness of applying PACS system in postgraduate teaching in department of ophthalmology

Objective To construct subsystem of picture archiving and communicating system (PACS) based on video database of ophthalmology and to evaluate on effectiveness of applying PACS system in postgraduate teaching.Methods PACS subsystem were constructed by collecting audiovisual materials of ophthalmology surgery videos,retinal photography,B-ultrasonography,OCT,UBM of patients.A total of 24 postgraduates were divided into control group (n =12) and experimental group (n=12) by random number table.Students in control group was taught by traditional cases,books and literature while those in experimental by network teaching from PACS subsystem.Two teaching methods were assessed subjectively and objectively.Objective indicators including ophthalmology examination results,operational skill ratings and paper reviewing results as well as subjective indicators including efficiency to accept the knowledge,satisfaction degree of teaching,influencing degree of papers were employed to assess the effectiveness of the two teaching methods.Independent samples t-test and twosample rank sum test were used for statistical analysis,P ＜ 0.05 was considered statistically significant.Results Students in experimental group done better in operation scores and in the assessment of the efficiency of knowledge accepting,satisfaction of teaching and papers effect than control group(P =0.000、0.000、0.000、0.003).The two groups had no significant difference in professional exam achievements and paper review scores (P =0.625、0.354).Conclusions PACS subsystem based on video database of ophthalmology are benefit for postgraduate teaching. Key words: Ophthalmology; Subsystem of picture archiving and communicating system; Postgraduate education; Effectiveness assessment

An Assessment of Students' Learning from Term Projects

The purpose of this study is to assess students' learning from term projects. A term project is a hands-on assignment that require students to apply ideas, theories, concepts, or principles learned or studied in class to a new situation/real life scenario. Term projects in ENVS 4413 Principles of eco-industrial development are designed to help students connect theory with practice. The aim is to enhance students' learning of the course materials and to give them experiential knowledge of how the course materials are applied in the workplace. A qualitative method was used in the study. Term project reports, midterm exam papers and final exam papers submitted by students were the sources of data used in assessing students' learning from the term project. Term project reports and exam papers submitted by students were assessed in terms of solutions suggested for the problem situation, eco-industrial theory applied, the relevance of the theory applied, and the degree of effectiveness of the student in using the theory to profer solution to the problem. Data analysis showed that 87.5% of students in the class accurately diagnosed the problem, used appropriate eco-industrial theory in providing suitable solutions to solving the encountered problems and was highly effective in using the appropriate theory to solving the problem, 12.5% did not use the theory effectively. Findings from the students' performances revealed that term project aids students' learning and enables them to connect theory with practice. This assures the compliance of the Bachelor of Applied Environmental Science (BAES) degree program with the original program design and facilitates the success of Mount Royal University's BAES degree students.