Examination Question Papers Research Articles

Enhancing Assessment Practices: A Critical Review of Examination Question Papers at University of Sargodha

The construction of the question paper is the key phase in examination system that leads towards the attainment of the goal of assessment which ultimately directs us to make better decision making. Thus, evaluation of the question paper plays an indispensable and prominent role in this regard. To find out the extent of content coverage of the question paper and to perform item analysis to estimate the quality of the questions, 10 question papers, and 489 answer scripts were selected through the Multistage Sampling technique. Question paper review format and focus group discussion were used as a tool. Quantitative analysis disclosed that question paper did not include 52% of the entire syllabus while approximately all items were in “good” or “acceptable” range regarding item analysis. The minimal strata of the question showed very weak discrimination. Variation was also found in attempting different questions ranging from 16% to 93%. Focus Group Discussion disclosed that a specific portion of the syllabus was not taught or ignored by the concerned teacher.

Question Paper Generator

The automatic question paper generator (AQPG) is a software tool designed to streamline and automate the process of generating examination question papers. It leverages algorithms and databases to create balanced, fair, and diverse sets of questions based on predefined parameters such as topic, difficulty level, and question type. By incorporating machine learning techniques, natural language processing, and data mining, AQPG can analyze vast amounts of educational content to ensure the integrity and quality of the generated questions. This abstract provides an overview of the AQPG system, highlighting its significance in reducing manual effort, enhancing efficiency, and maintaining the integrity of assessment practices in educational institutions.

Level of Cognitive Domains and Weightage of Various Topics in the Undergraduate Summative Examination Question Paper of Community Medicine: A Cross-sectional Study

Introduction: Assessments direct students towards learning. There are three types of learning: cognitive, affective, and psychomotor. While all three are interlinked, the cognitive domain, which covers knowledge and intellectuality, is foundational and can be assessed through theory examinations. Theory exams are the best way to test the cognitive domain of a learner, while practical exams can assess the psychomotor and affective domains. Since the question paper is the most important tool in theory exams, it is essential that the question paper covers relevant topics and tests all levels of cognitive learning, which encompass knowledge, comprehension, application, analysis, synthesis, and evaluation. Aim: To assess the level of cognitive domains assessed and the weightage allocated to various topics in the undergraduate summative examination question paper of community medicine. Materials and Methods: A cross-sectional study was conducted at Department of Community Medicine, Pramukh Swami Medical College and Sri Krishna Hospital, Bhaikaka University, Karamsad, Anand, Gujarat, India in which the five-year question papers (2016-2020) from five Universities were analysed to assess the level of cognitive domains and the weightage assigned to various topics. Each question was categorised as recall, comprehension, or application based on the cognitive domain it assessed. Furthermore, each question was analysed to determine the topic it pertained to, and the marks allocated to that question were assigned to the corresponding topic. Results: The majority of marks in Universities 1, 2, 3, 4, and 5 were, respectively allocated as follows: 324 (80.62%), 459 (84.66%), 453 (75.5%), 895 (89.5%), and 379 (63.16%) for questions testing the recall ability of the learners. For questions assessing comprehension ability, the marks allotted were 20 (4.87%), 0, 81 (13.5%), 65 (6.5%), and 51 (8.15%). The fewest marks were assigned to questions testing application, synthesis, or evaluation abilities. Epidemiology had the highest weightage in all five Universities, with marks of 73 (18.25%), 75 (13.89%), 93 (15.5%), 141 (14.1%), and 83 (13.83%). Conclusion: The cognitive domains assessed in the subject across all five Universities were unsatisfactory. The weightage of marks allotted to topics varied, highlighting the need to develop a question paper plan that facilitates a systematic distribution based on different levels of cognitive domains and topics.

Google Classroom Aided Instruction on Student Teachers' Mathematics Achievement in Owerri, Nigeria

The study investigated the effect of Google Classroom aided instruction on students’ achievement on Mathematics Courses of 2019-2021 academic sessions in Alvan Ikoku University of Education, Owerri. Guided with three research questions and three null hypotheses to establish significant difference in the mathematics achievement scores of students with Google Classroom aided instruction compared with those taught without the platform. Quasi-experimental design of non-randomised control group design was adopted. The population of the study comprises of all students of the university, offering Mathematics courses in Department of Mathematics with a population size of 331 students with a sample of 127 students. The instrument for data collection were moderated examination question papers and course lecturer made test questions. Data collected were analysed using mean, standard deviation and t-test of equality of mean. Major results showed that male students achieved significantly than the female students in the mathematics courses, students taught without the aid of Google classroom platform achieved significantly than those in the Google classroom aided instruction class. Also, the use of Google classroom aided instruction does not result to gender disparity in Mathematics achievement. Hence, it was recommended for further research on factors affecting effective utilization of Google classroom and remedies.

Evaluating ChatGPT as a self-learning tool in medical biochemistry: A performance assessment in undergraduate medical university examination.

The emergence of ChatGPT as one of the most advanced chatbots and its ability to generate diverse data has given room for numerous discussions worldwide regarding its utility, particularly in advancing medical education and research. This study seeks to assess the performance of ChatGPT in medical biochemistry to evaluate its potential as an effective self-learning tool for medical students. This evaluation was carried out using the university examination question papers of both parts 1 and 2 of medical biochemistry which comprised theory and multiple choice questions (MCQs) accounting for a total of 100 in each part. The questions were used to interact with ChatGPT, and three raters independently reviewed and scored the answers to prevent bias in scoring. We conducted the inter-item correlation matrix and the interclass correlation between raters 1, 2, and 3. For MCQs, symmetric measures in the form of kappa value (a measure of agreement) were performed between raters 1, 2, and 3. ChatGPT generated relevant and appropriate answers to all questions along with explanations for MCQs. ChatGPT has "passed" the medical biochemistry university examination with an average score of 117 out of 200 (58%) in both papers. In Paper 1, ChatGPT has secured 60 ± 2.29 and 57 ± 4.36 in Paper 2. The kappa value for all the cross-analysis of Rater 1, Rater 2, and Rater 3 scores in MCQ was 1.000. The evaluation of ChatGPT as a self-learning tool in medical biochemistry has yielded important insights. While it is encouraging that ChatGPT has demonstrated proficiency in this area, the overall score of 58% indicates that there is work to be done. To unlock its full potential as a self-learning tool, ChatGPT must focus on generating not only accurate but also comprehensive and contextually relevant content.

Students’ Perception on the Role of Computer Based Test in Curbing Examination Malpractice

This study explores students’ perception on the role of computer based test in curbing examination malpractice among undergraduate students of Federal University Gusau, Zamfara state. The objectives of the study was to identify the factors that causes students to engage in examination malpractice, identify the challenges faced by students in the conduct of computer based test and explore the role of Computer based test in curbing examination malpractice among the students. The study adopted survey research design. The population of the study consists of 2001 level 100 students of the University out of which a sample of 322 was drafted as sample using stratified sampling technique. A researcher made questionnaire titled “the Role of Computer Based Test in Curbing Examination Malpractice (RCBTCREM) was used as data collection tool. Collected data was analyzed using descriptive statistics. Findings of the study revealed that quest for higher grade, societal emphasis on certificate, poor study habit, lack of self-confidence and poor teaching facilities are the major factors that causes undergraduate students to engage in examination malpractices. On the other hand, lack of basic computer knowledge and skills, none familiarization with computer based test and phobia in using the computer were found to be the major challenges faced by students in the conduct of computer based. Findings of the study further revealed that the use of computer based test serves as a viable tool in curbing the rate of candidate impersonation, copying other peoples’ work, collusion among candidates, favorable award of marks, leaking of examination question papers and illegal assistance to students. The study recommended the use of CBT by external examination bodies and institutions of higher learning.

Item Analysis Technique for improving Course Outcome Attainment

It has become a challenging task to derive information on attainment of cognitive skills by analysing students’ performance. There are certain subjective critical factors such as understanding of basic concepts, quality of teaching, quality of question papers, and the mode of evaluation, which influence of students accomplishment. The authors feel that it is necessary to examine the attributes of end semester examination question papers. It is essential to assess the type of questions posed in the examinations using the statistical techniques and measures. This paper analyse the analysis of quality of questions used in the end semester examinations. The proposed methodology uses ‘item analysis’ technique for improving the course outcome attainment. Statistical results indicate that the question setters may consider the resulted norms while examining the students by standardizing the assessment questions, which in turn yield better academic performance by students. Keywords: Item Analysis, Course Outcome Attainment, Student Performance, Question Paper Quality

The Impact of Reducing Mathematics Component in Biology “O” Level Examinations on Student’s Performance in Mathematical Related Biology Courses at Diploma Level in Zambia

Mathematics has played important roles in many fields of biology, and can be a powerful tool for understanding biological observed phenomena which cannot be understood by verbal reasoning alone. Quantitative questions in Zambian Biology O level examinations has kept on reducing irrespective of its importance in higher level biology courses. Therefore, this study aimed at determining the effect of reducing mathematics component in biology “O” Level examinations on students’ performance in mathematical related biology courses at diploma level. Primary data was collected using five point Likert scale questionnaire and assessment test for mathematical biology. Secondary data was collected from Zambian, Cambridge and Edexcel biology “O” Level examination question papers from 1999-2017, Syllabi for Biology and examination results for mathematical biology related courses at diploma Level.The sample size for the study was 200 education and pharmacology students from Mansa School of Nursing and Zambia College of Open and Distance Learning and 50 teachers and examiners from the surrounding schools of Mansa District. The analysis of biology papers for the three examining bodies have revealed that International examinations had more mathematics component and it was consistent from 1999 to 2017 whilst in Zambian had less and kept on reducing from 2008 to 2017. Further, the syllabi for these examining bodies revealed that key aims and objectives are the same except that Zambian (Curriculum Development Centre) had no assessment objective weightings. The assessment test results analyzed using independent sample t-test at 0.05 level of significance revealed that students who did biology with more mathematics component performed better in mathematical related biology courses compared to the one with less mathematics component at diploma level. Further, the comparison of means of the results of pharmacology and biology education at diploma level also agreed with the outcome of the sample test.From the analysis of questionnaires for biology teachers and examiners revealed that pupil’s attitude and performance in mathematics related biology questions and the general failure rate in biology had led to the reducing of mathematics component in Zambian biology. DOI: 10.7176/JEP/12-30-09 Publication date: October 31 st 2021

A Tracking System to Enhance Transportation of Examination Materials based on Spatial and Cloud Technologies

This article is an extract of the ongoing study which seeks to develop a framework for secure transportation, tracking and storage of examination question papers, answer scripts using spatial data, sensing, and cloud technologies. This part of the study investigated the transportation of examination materials in relation to examination malpractices and leakages. Based on the findings, the study explored the use of GPS, GPRS/GSM and cloud technologies to enhance the distribution process of examination question papers and answer scripts. We proposed a GPS tracking system which would ensure real-time tracking and monitoring of the examination distribution process. The primary benefit of this system is that the transportation vehicles will always be tracked and remain monitored such that if there is any holdup, immediate action can to be taken. Also since GPS allows constant updates in real-time, any sort of uneven event happening, the main station will be informed immediately. This helps timely action to be taken and also eliminates human interventions or rather depending on humans to report any uneven event. The baseline study indicated that the challenges faced in the distribution process were mainly lack of reliable transportation vehicles which accounted for 67% of those who did not have any designated vehicles. A remote monitoring system was proposed as a way of improving the distribution process.

Performance Evaluation of Senior Secondary School Students’ Mock Examination Questions in Chemistry in Adamawa State, Nigeria

The study examined the content validity of Chemistry MOCK examination questions for senior secondary school students set by Adamawa State Educational Resource Centre (ERC), Yola. Students have been passing the MOCK examinations but unfortunately performance poorly in the subject in their final year external examination like WAEC in Adamawa State. The main objective of the study was to determine the representativeness of the topics in the senior secondary school Chemistry curriculum in the MOCK examination question papers from 2015 to 2019. Three research questions were raised and two research hypotheses formulated. An ex-post facto research design was used for the study. The population of the study comprised all MOCK examination questions in Chemistry and those involved in handling Chemistry MOCK question papers which includes both essay and objective examination questions. The research instrument used for the study was MOCK examination question papers in Chemistry in order to determine whether the contents are as indicated in Chemistry curriculum for senior secondary schools. The validity of the instrument was determined by some experts. And for the reliability of the instrument, a trial-test was conducted where a reliability index of 0.75 was obtained using Cronbach alpha. The research questions were answered using descriptive statistics while the null hypotheses were tested using Chi-square. The findings of study revealed that the content validity of the chemistry MOCK examination questions has not yet improved in order to prepare the students of senior secondary schools in Adamawa state for WAEC, NECO or NABTEB examinations.

Summative Test Items Analysis Using Classical Test Theory (CTT)/ Analisis Item Kertas Peperiksaan Sumatif Menggunakan Teori Ujian Klasik (TUK)

Item analysis is the process of examining student responses to test items individually in order to get clear picture on the quality of the item and the overall test. Teachers are encouraged to perform item analysis for each administered test in order to determine which items should be retained, modified, or discarded in the given test. This study aims to analyse items in 2 summative examination question papers by using classical test theory (CTT). The instruments used were the SPM Mathematics Trial Examination Questions 1 2019 which involved 50 students in form 5 students and the SPM Mathematics Trial Examination Question 1 2019 which involved 20 students. The SPM Mathematics Trial Examination Question paper 1 contains 40 objective questions while the SPM Mathematics Trial Examination paper 1 contains 25 subjective questions. The data obtained were analysed using Microsoft Excel software based on the formulas of item difficulty index and discrimination index. This analysis can help teachers for better understanding about the difficulty level of the items used. Finally, based on the analysis items obtained, the items were classified as good, good but improved, marginal or weak items.

Evaluating the Quality of Final Examination Question Paper in Engineering Education

Evaluating the Quality of Final Examination Question Paper in Engineering Education

A Web Based Document Encryption Application Software for Information Security in Tertiary Institutions

A web based user friendly document encryption application software was developed as a better cryptographic online system used in securing important tertiary institutions’ documents such as students' Official Grade Report (OGR) sheets, computed and approved results, transcripts, examination and test question papers, Senate/Council documents and any other sensitive or important document needed to be secured from unauthorized users. It is a known fact that problems like unsecured information, information misuse, tampering of sensitive documents by unauthorized persons, stress of hiding sensitive documents from unauthorized persons and locating hidden sensitive documents exist in any system/unit where proper data security mechanism is not in place. In this research work, an online cryptographic system was designed, using Advanced Encryption Standard (AES) algorithm, to secure important documents. The Analysis and Design of this system followed the Structured System Analysis and Design Methodology (SSADM) using web tools. The output of the software shows that the application can encrypt files and save in the database and can only be decrypted using a cipher key automatically generated by the system. With this software, sensitive information can be easily accessed without stress or fear and it has created a more reliable and safer platform to secure such sensitive documents other than the primitive method of using username and password.

An analysis of MUHS MBBS community medicine theory examination papers I and II as per blue printing perspective

Background: Blue print is a scientific tool to set an examination question paper. In this study, an attempt has been made to know whether the MUHS MBBS community medicine theory examination papers (I and II) are representative of the MUHS syllabus.Methods: MUHS community medicine examination papers were collected from various sources. The syllabus is declared by MUHS for both the papers. I conveniently divided each paper syllabus into 14 divisions as per chapters given in Park’s Textbook of Preventing and Social Medicineand MUHS suggestions. A working guideline of ‘question paper analysis’ was framed and validated by fellow faculties. The question papers were grouped into 4 categories based upon the number of deficiency scores: good (0 to -1), fair (-2 to -3), unsatisfactory (-4 to -5) and poor (-6 and below).Results: In paper I (sections ‘B+C’), total 33/35 papers were analyzed. ‘Good papers’ were 7 (21%), ‘fair papers’ were 14 (42%), ‘unsatisfactory papers’ were 8 (24%) and ‘poor papers’ were 4 (12%). In paper II (sections ‘B+C’), total 33/35 papers were analyzed. ‘Good papers’ were 2 (6%), ‘fair papers’ were 17 (52%), ‘unsatisfactory papers’ were 9 (27%) and ‘poor papers’ were 5 (15%). MCQ papers (22/70) analysis showed that 13(59%) MCQ papers were good, 7(32%) were fair and 2 (9%) were unsatisfactory.Conclusions: The paper-setting at MUHS community medicine paper I and paper II is not appropriate for syllabus representation.

Application of Text Mining Techniques for Evaluating Examination Question Paper

Application of Text Mining Techniques for Evaluating Examination Question Paper

Knowledge of Bloom’s Hierarchy of Cognitive Levels of Educational Objectives and its use in Setting Examinations by Nurse Educators in Lusaka and Eastern Provinces

The use of Bloom’s hierarchy of cognitive levels of educational objectives as a tool for classroom assessments is rapidly increasing; therefore Nurse Educators’ knowledge of the tool is vital (De Young, 2009; Kim, et al., 2012; Cook, 2013; Agbedia and Ogbe, 2014). The prime objective of this study was to investigate nurse educators’ knowledge of Bloom’s hierarchy of cognitive levels of educational objectives and whether they use it when preparing test items for examinations. A cross sectional study was conducted in nursing training schools in Lusaka and Eastern provinces of Zambia. The study sample comprised of 63 Nurse Educators who were selected using convenient sampling method and a total of 51 past examination question papers with 3,358 questions from all the levels of basic nursing programs were reviewed between 2011 and 2013. A self administered questionnaire was used to collect data from nurse educators while a checklist with cognitive levels of educational objectives was used to collect data from the past examination papers. Statistical Package for Social Sciences (SPSS) version 20 was used to analyse data. The Chi Square test was used to compare the proportions. A result yielding a P value of less than 5 percent was considered to be statistically significant. The findings were that more than half (64%) of nurse educators had low knowledge on Bloom’s hierarchy of cognitive levels of educational objectives. Majority (92%) of the respondents did not follow Bloom’s hierarchy of cognitive levels while 8% followed it when preparing test items for examinations. The greater percentage (95%) of examination questions prepared by nurse educators were dominated by low order cognitive category (knowledge and comprehension). Only 5% of examination questions were prepared at higher order level (application, analysis, synthesis, evaluation). The study also revealed that nursing schools had no standardized assessment guidelines to follow when preparing test items for examinations. The study revealed that nurse educators did not have blue prints to act as a guide on the number of questions to prepare in each level of cognitive domain and test items/examination questions were not reviewed by either peers or any committee before being administered to students. Results from the study indicated that (90%) of nurse educators assented that Continuing Professional Development meetings on assessment techniques were not conducted in the schools of nursing.

Eating from a salad bowl: Examining the cognitive demands and levels of difficulty in the Setswana NSC examination question papers

The aim of this article is to address the apparent lack of confidence in the quality assurance processes in the teaching and assessment of African languages, including Setswana. The article looks at whether the Setswana Grade 12 question papers accommodate and maintain a balance between the lower, middle and higher order cognitive demands and levels of difficulty. The importance of assessing cognitive demands, levels of difficulty and principles of high-quality assessment practices in the Setswana question papers, in relation to subject content knowledge, as processes to assure quality, cannot be overemphasised. One hundred and twenty-six Grade 12 Setswana examination question papers were analysed. The analysis was underpinned by Vygotsky’s theory of constructivism for assessment as it puts more emphasis on the learner as an active ‘maker of meaning’ of the content that is taught. A desktop approach was used, and the examination question papers were analysed through Bloom’s taxonomy as a framework or a key tool used in standardised assessment. The results of the research done prove that, although there are challenges in terms of resources, whether human or material, the Setswana Grade 12 examination question papers are of an appropriate standard and are fit for the purpose they are designed for.

Analysis of undergraduate pharmacology annual written examination papers at Pt. B. D. Sharma University of Health Sciences Rohtak

Background: Written examinations are the most commonly employed methods for assessing the knowledge and clinical competence of undergraduate medical students. The assessment tools commonly employed in the theory paper are reasoning and short note type of questions. However, a few disadvantages such as less number of questions, unfair representation or distribution of topics, different difficulty level of questions, vague questions are often encountered in question papers of written examinations. Aims and Objectives: To evaluate the content validity/adequate coverage of different subdivisions of pharmacology in undergraduate written examination. Materials and Methods: For the analysis of written examination, all question papers of pharmacology second professional MBBS examination of Pt. B. D. Sharma University of Health Sciences from 2006 to 2015 were examined. In this retrospective study, we evaluated the pharmacology annual university theory examination question papers of II nd MBBS students. The students have to answer two question papers: Papers I and II, each being of 40 marks. Results: It was observed from the question papers that major systems such as autonomic nervous system, cardiovascular systems, central nervous system, and antimicrobials had almost equal weightage throughout the 10 years. However, some important topics such as anticancer drugs, analgesics (autacoids), immunosuppressants (miscellaneous) were not at all covered in many consecutive years (2011-2015). Conclusion: Assessment should become an instrument for promoting growth rather than simply measuring it. It should not be used for merely classification, grading, and certification. Therefore, methods like test blueprinting and table of specifications should be used during test construction process to improve the assessment system.

Descriptive analysis of theory examination question papers of 2nd MBBS pharmacology of Krantiguru Shamji Krishna Verma Kachchh University (Gujarat)

Background: The Question Paper is the most important tool of theory exam examination. An attempt was made to assess the pharmacology question papers of university examination in accordance with their guidelines. To assess the pharmacology theory question papers for content validity, area of importance and to test the level of cognitive domain.Methods: Twenty four papers of university comprising 695 questions after preparing 520 learning objective were analysed. All questions were analysed for coverage of different subdivision of Pharmacology and marks allotted to them, type of taxonomic level of each question asked on the basis of verb use and percentage of question asked from area of importance.Results: It was observed that 18.40% weightage of marks given to general pharmacology and least .67% for immunosuppressant in paper I whereas in paper II, 34.90% for antimicrobial agents. About 84% questions were asked from must know area, 8.07% from nice to know area and 7.90 from desirable to know area. In paper I, 92.08% of the questions were to test factual recall (Bloom level I), remaining 07.93% were reasoning type but in other paper verbs were used to test only lower cognitive domain.Conclusions: All the sub-divisions of pharmacology were not covered in each theory assessment. Majority of questions were asked to test lower level of cognitive domain. Theory question papers should be designed to give proper weightage to whole subject area. Blue printing of theory question papers is absolutely necessary.

Analysis of undergraduate pharmacology question papers at Goa medical college as regards to their content areas

<p class="abstract"><strong>Background:</strong> Undergraduate medical education aims at sculpting the future physicians. Knowledge gained during this period helps the physician to deal with human ailments and thus human life. It is necessary to ensure that students learn what is important and thus it is very important to ask the right questions in the examinations.</p><p class="abstract"><strong>Methods:</strong> This is a retrospective analytical study involving evaluation of university theory examination question papers of pharmacology of II<sup>nd</sup> MBBS at our institute. Question papers from the year 2000 to 2016 were analyzed for weightage to content areas as regards to the syllabus. </p><p class="abstract"><strong>Results:</strong> Autonomic nervous system (25.28%) and cardiovascular system (22.30%) in paper I and chemotherapy (33.50%) and central nervous system (23.76%) in paper II are the maximum weightage content areas. Some aspects which are of clinical importance remained uncovered in a few papers, example: autacoids, kidney, gastrointestinal tract, non-steroidal anti-inflammatory drugs, miscellaneous.</p><p><strong>Conclusions:</strong> For consistency of validity in the assessment, we suggest that it should be based on structured guidelines. Methods like test blueprinting and table of specifications may be used.</p>