Online Question Research Articles

Probes of whole network course of laboratory diagnostics under the background of pandemic situation

Laboratory diagnostics is a booming medical applied subjects. With the continuous enrichment of the content and the enhancement of its role in diagnosis, it has increasingly become a compulsory course for all medical students. Because the subject has many individual theoretical disciplines and application technologies, the traditional on-site teaching mode has been greatly challenged. Especially under the background of the it is more difficult for the teaching by the online course totally. For this reason, the measures of key sessions,such as through preparation and peer review before the class, online question and answer between teachers and students, reviewing homework after the class and recording video for probation purpose were summarized and reviewed. The online course mode was supposed to realize non-stop teaching during pandemic, but also realize the double guarantee of teaching plan and teaching effect, which provide experience for expanding the whole network course of laboratory diagnostics.

Comparing the Teaching Effectiveness of Online Course During the COVID-19 Pandemic and Face-to-Face Course in Surgical Nursing

Background : The coronavirus disease 2019 (COVID-19) pandemic has necessitated a dramatic shift in how nursing faculty and undergraduate nursing students are educated. This study aims to examine the teaching effectiveness of Surgical Nursing using both face-to-face teaching and online teaching in undergraduate nursing education.Methods : A single-group, three-time point repeated measure was adopted . Year-3 undergraduate nursing students (n = 162) were recruited. Face-to-face teaching was conducted at semester 1 in 2019. Online teaching was conducted at semester 2 in 2020 during COVID-19 pandemic. Questionnaires of critical thinking, self-directed learning and self-efficacy were administered before semester 1 and after semester 1 and semester 2, respectively. Unit quiz composed of multiple-choice questions was conducted at the end of each chapter.Results : 45.1% students held neutral attitude towards online course of Surgical Nursing. Students were more likely to prefer unit quizzes online and mind maps as homework, task-driven learning, pre-recording videos and online question and answer as the means of theoretical teaching online, and watching surgical nursing skills video and case-based learning in groups as the means of practical teaching online. However, nearly 62.4% students reported the effectiveness of online teaching was worse than face-to-face teaching. During online teaching, the mean accuracy rate in unit quizzes was improved, but there were no differences in student evaluations of instruction mean scores for critical thinking, self-directed learning, and self-efficacy in comparison with the baseline. Additionally, compared to face-to-face teaching, a decrease in terms of self-directed learning, critical thinking and self-efficacy was observed in online teaching. Conclusion : The effectiveness of online teaching was not superior to the traditional teaching. Although online teaching has advantages of convenience, speed, anytime and anywhere, face-to-face teaching in classroom and interpersonal interaction in the real situation are insurmountable limitations in online teaching.

Design and development of a question generator for learners of English

In this paper, we describe the design and development of the first release of an online question generator. This pedagogic tool enables learners of English to generate open-ended, closed-ended and tag questions for a target sentence. Learners input a sentence (i.e. declarative statement) and select the type or types of questions to generate. Question generation is a non-trivial task involving numerous processes including syntactic transformation and pronoun selection. Syntactic transformation was achieved through the use of rules based on parse trees while the selection of interrogative pronouns was achieved using matching potential question foci with a linguistic knowledge encoded condition set. Lessons learned are detailed to help other researchers avoid or attempt to ameliorate the pitfalls and problems encountered in this study.

How the COVID-19 pandemic changed urology residency - a nationwide survey from the Portuguese resident's perspective.

IntroductionThe aim of this article was to evaluate the impact of the COVID-19 pandemic on urology residency.Material and methodsA 30 question online survey was sent to all urology residents in Portugal between the 25th of April and the 25th of May 2020. Reduction in different areas of clinical activity during the COVID-19 period were evaluated and their perceived impact on their residency program was quantified.ResultsForty-three (54.4%) Portuguese urology residents responded to our inquiry. Eighty-one percent report having supressed their activity by more than 75% in the outpatient clinic; 48.8% in diagnostic procedures; 29.3% in endoscopic surgery; 67.5% in laparoscopic/robotic surgery and 17.5% in major open surgery. There were no differences in clinical activity reduction across residency years. Considering the impact of COVID-19 on urology training programs, 32.6% plan on prolonging residency. During the COVID-19 period, a larger number of residents report having spent more time developing research projects or on continuing medical education, as compared with the pre-COVID-19 period (p = 0.012).ConclusionsCOVID-19 had a major impact on Urology residency in Portugal, with major short- and long-term consequences. A large proportion of residents are considering prolonging their residency as a result.

Student Perspectives on Remote Medical Education in Clinical Core Clerkships During the COVID-19 Pandemic.

PurposeTo assess student perceptions of remote learning curricula implemented by clinical clerkships at a single US medical school during the COVID-19 pandemic.MethodStudents enrolled in core clinical clerkships at the UC San Diego School of Medicine from March to April 2020 were sent an anonymous online survey, assessing components of remote learning curricula via quantitative rating and free-response questions.ResultsOf 132 students enrolled, 96 (73%) completed the survey. Online question banks, remote progress reviews, and telehealth sessions were rated as the most valuable resources, while textbooks were rated least valuable. Most students felt that the number of resources was adequate (69/94, 74%), the quantity of required content was appropriate (77/93, 83%), and there was a good balance of rigidity versus flexibility in the schedule (81/94, 86%). Most students felt “prepared” or “somewhat prepared” for the shelf examination (61/91, 67%) and for the next year of medical training (73/94, 78%). In narrative reflections, students valued the flexibility afforded by remote curricula but desired some weekly structure. Students enjoyed expanded access to learning resources and participating in interactive remote sessions. Students expressed anxiety about the pandemic and uncertainty regarding medical education, but transparent communication from clerkship directors helped assuage these concerns.ConclusionsStudent participation in direct patient care is fundamental to medical school core clerkships and was negatively impacted by the COVID-19 pandemic. Strategic incorporation of select remote learning components into clinical clerkships may permit a favorable student experience even when opportunities for on-site participation are limited.Electronic supplementary materialThe online version of this article (10.1007/s40670-020-01114-9) contains supplementary material, which is available to authorized users.

COVID-19: Impact on United Kingdom Horse Owners.

Simple SummaryOn 11 March 2020, the World Health Organization declared coronavirus disease (COVID-19) outbreak a global pandemic and an ongoing public health emergency. In the United Kingdom, quarantine and social distancing measures were implemented with immediate effect on 17 March 2020, resulting in a rapid change to the way owners managed and interacted with their horses. We surveyed 6259 horse owners to evaluate the impact of COVID-19 on themselves and their horses. The majority of horse owners were visiting and riding their horses less, with increased restrictions experienced by owners who kept their horse at private livery yards. Whilst social distancing and visiting restrictions were in place at livery yards, nearly half were not providing hand sanitization or disinfection protocols for shared areas/equipment to prevent the spread of the virus between owners. Horse owners expressed concern that equine health and welfare would be negatively affected by the restrictions put in place and of financial consequences as a result of the pandemic. The majority of respondents also felt their own mental health and wellbeing was being adversely affected by not being able to visit/interact as they normally would with their horses. Equestrian influencers and national bodies should engage with increased communication and education to support horse owners through the pandemic in the short, medium, and long-term.COVID-19 was declared a global pandemic on 11 March 2020; the United Kingdom (UK) implemented quarantine measures shortly afterward, resulting in rapid changes in how owners managed and interacted with their horses. This study provides a rapid analysis of the initial impact of the COVID-19 outbreak on the management of UK leisure and competition horses. A 17 question online survey was distributed via equestrian social media sites to ascertain the impact of COVID-19 on horse and yard management and on human–horse interactions. Frequency analysis combined with Chi-squared and thematic analyses identified the impact of COVID-19 on UK horse owners. Major changes within horse management and horse–human interactions were reported for the majority of horse owners (>65%), regardless of the establishment type or region. Social distancing and visiting restrictions were implemented at most yards, but nearly half were not providing hand sanitization or disinfection protocols for the shared areas/equipment to prevent cross-contamination between users. The financial impact of the pandemic combined with restricted access to veterinary professionals resulted in owners expressing concerns that horse health and welfare may be compromised as a result. Horse owners also felt that the reduced opportunities for horse–human interactions were negatively affecting their mental health and wellbeing.

S3113 Polyp Pictures and Practice: Using Static Images for Teaching Optical Biopsy Competency Is Inadequate

INTRODUCTION: The optical biopsy techniques of Narrow Band Imaging (NBI) International Colorectal Endoscopic classification (NICE) and Workgroup serrated polyps and polyposis classification (WASP) have been demonstrated to be useful in clinical practice. Studies have shown these techniques have reached ASGE PIVI acceptable negative predictive values on real-time endoscopic assessment of diminutive colorectal polyps when compared to histology in the distal left colon. However, a structured teaching program should be used to achieve proficiency in the technique. A typical setting would be during gastroenterology fellowship. We sought to investigate whether a classroom instruction session and two subsequent self-directed learning sessions using static images would be sufficient to teach optical biopsies skills. METHODS: Eight gastroenterology fellows were first given a 5 question online quiz to evaluate baseline skills and attitude on the NICE and WASP techniques. Subsequently, a 50 minute slide presentation was given to the 8 fellows. After the lecture the fellows were again tested on the same day, 2 weeks after the lecture and then at 12 weeks. The fellows were given access to the lecture material before each test. They were quizzed to identify polyp histology using what they learned and asked about their confidence. Statistical analysis was performed using Minitab for paired T-testing analysis. RESULTS: Overall, the eight fellows received a mean score of 62.50 out of 100 and a confidence score of 2.375 out of a possible 5. Immediate, two, and 10 week mean scores were 73.44, 62.50 and 62.50 respectively. The immediate, two, and 10-week confidence scores were 3.286, 2.875 and 2.625 respectively. None of the mean values including comparing to the pre-test levels met P < 0.05 significance. We found no significant change in knowledge or confidence across the duration of our project. CONCLUSION: Our study suggests a still picture didactic session and quiz approaches do not appear to improve knowledge or confidence in optical biopsy skills. The lecture and quiz model may not be the ideal method to teach endoscopy skills. It is of interest to note that the learning activity didn’t improve attitudes toward the endoscopy skill either. Learning videos or using a type of kinetic learning endoscopy simulator maybe a better way to learn the optical biopsy technique. A video based teaching approach or a video simulator should be explored in future evaluations of teaching advanced endoscopy skills such as NICE or WASP.Table 1.: Percent correct at different time points during QI Initiative. Baseline vs immediate recall after didactic session (top left.) Immediate vs two-week recall (top right.) Immediate vs 12-week recall (bottom left.) Baseline vs 12-week recall (bottom right)Table 2.: Trainee confidence level in their ability to predict polyp pathology at different time points during QI Initiative. Baseline vs immediate recall quiz after didactic session (top left.) Immediate vs two-week recall (top right.) Immediate vs 12-week recall (bottom left.) Baseline vs 12-week recall (bottom right)Figure 1.: Boxplot comparing mean score (top) and mean confidence (bottom) during the QI initiative.

Perumusan dan Pengembangan Tujuan Instruksional Khusus di SDN Sarakan 2

This study aims to determine the writing of specific instructional objectives at SDN SARAKAN 2. The method that will be used at the time of research is descriptives method through a qualitative approach. The object to be studied is a grade 3 teacher at SDN SARAKAN 2. The process to be used at this time is interview and documentation techniques. The formulation of specific learning objectives includes only learners and behavior. The teaching method in genral the teacher applies the lecture method using the powerpoint slide media which takes place when online learning begins and online question and answer wuestions are the given online and the assignment is collected. Special instructional management is manidested in the presence of a coordinator who is responsible for equipment and supplies such as primary school teachers or commonly referred to as homeroom teachers, who have design favtors, namely: 1) Espertise in designing online-based learning; 2) Realization of teacher training; 3) The skill of applying concepts to new situations in different ways; 4) Make the school a learning organization; 5) The school is able to manage in planning, organizing, coordinating and supervising; 6) The ability to solve problems with systematic step in learning; 7) Skill to elaborate and evaluate learning outcomes.

Dilemma between Health and Money: Social Prevention of COVID-19 through Balinese Physical Distancing and the Local Social Ethics

The purpose of this study is to analyze how effective government policies are in implementing physical distancing in Bali. The survey was conducted to collect data using an online questionnaire by 109 people of different backgrounds and ages. After analyzing the data, the overall conclusion concludes that the appeal for physical distancing did not significantly affect several activities that could predictably increase the transmission of COVID-19 in Bali. On the same page, the COVID-19 outbreak felt by respondents has damaged their jobs in Bali, which is dominated by the tourism sector. It appears that there are two contradictions between physical distancing calls that are viewed as interfering with respondents' work activities. On the other hand, it is predicted that the outbreak of COVID-19 will increase if physical distancing is not performed, which is worse. This study recommended containing the spread of the COVID-19 outbreak.

Utility of a webinar to educate trainees on UK core surgical training (CST) selection – A cross sectional study and future implications amidst the COVID-19 pandemic

BackgroundThe application process for Core Surgical Training (CST) in the United Kingdom (UK) is competitive and hence, careful preparation is required for trainees to obtain their posts of choice. There are multiple resources for preparation for selection including face-to-face courses and online question banks, however there is a paucity of webinars to educate trainees. With the cancellation of such courses due to social distancing restrictions caused by the Covid-19 pandemic, this cross-sectional study aims to evaluate the usefulness of a webinar to educate trainees on CST selection in the UK. Materials and methodsA free online webinar was held on a single day by a second year core surgical trainee and was attended by 111 junior doctors. Beforehand, all attendees were invited to complete a survey on Google Forms (Google, USA) to ascertain their level of experience with webinars, obtain demographic information and elicit their level of knowledge about CST selection using a 1–5 Likert scale. ResultsMost attendees were in Foundation Year 2 (38.7%) and many had not previously attended a webinar as part of CST application preparation (93.7%). Over half of respondents (55.0%) preferred a webinar over a face-to-face tutorial, appreciating the flexibility, convenience and zero financial cost associated. Many candidates received minimal advice on CST application by their Foundation School (47.7%) and 50.5% of respondents rated their confidence on the application process at ‘3 out of 5.‘ ConclusionOur study suggests webinars have been underused in preparation for CST applications. Traditional courses and advice from colleagues are more popular ways in which applicants prepare for selection. However, given the degree of uncertainty surrounding the return of face-to-face courses due to the Covid-19 pandemic, preparation for CST application may become increasingly reliant on online materials, which may result in an increased demand for high quality, engaging and informative webinars.

Preface ISPCIET’2020

III International Scientific and Practical Conference on Innovationsin Engineering and Technology-2020For the third year in a row, ISPCIET has become a platform for discussing topical issues in solving problems in the field of modeling and automation of technological processes and productions, materials science and mechanical engineering, materials processing technology, as well as innovative technologies in the development of convergent solutions in engineering and technology. The conference is organized by the Polytechnic Institute of the Yaroslav-the-Wise Novgorod State University.ISPCIET’2020 was held in person, but the reports of several participants were presented online due to the epidemiological situation caused by COVID-19. The interaction of these participants with the rest of the conference attendees was facilitated through Zoom. Immediately after the report was presented, the listeners were given the opportunity to ask the speaker a question online and take part in the discussion on the topic of the report. They also had the opportunity to contact the authors of the reports after the conference through the organizing committee or by email.The plenary session was broadcast online for all of the participants and guests of the conference. The conference was attended by 103 people, including 69 online-participants: scientists from universities in Russia, Armenia, Belarus, Bulgaria, Kazakhstan, China, the Netherlands, USA, Uzbekistan, Ukraine. Despite the difference in time zones and a difficult epidemiological situation, there were no setbacks in the conference, the communication of speakers and conference participants went as usual.The conference organizers express their sincere gratitude to all participants and hope that the Innovations in Engineering and Technology conference will become a permanent platform for discussing innovative technologies in the development of convergent solutions in engineering, technology and cross-industry scientific research.Following the conference, a collection of scientific articles, prepared in accordance with the international principles of scientific publications and the recommendations of the Committee on Publication Ethics – COPE, was formed.EDITORSergey B. SapozhkovPolytechnic Institute of Novgorod State University – Federal State Budgetary Educational Institution of Higher Education “Yaroslav-the-Wise Novgorod State University (NovSU)E-mail: ietconf@novsu.ru

Texas Tech University Health Sciences Center School of Medicine, Lubbock.

Texas Tech University Health Sciences Center School of Medicine, Lubbock.

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned.

Progress testing is an assessment tool for longitudinal measurement of increase in knowledge of a specific group, e.g., students, which is well-known in medical education. This article gives an overview of progress testing in veterinary education with a focus on the progress test of the German-speaking countries. The “progress test veterinary medicine” (PTT) was developed in 2013 as part of a project by the Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine—a project cooperation of all German-speaking institutes for veterinary medicine in Germany, Austria, and Switzerland. After the end of the project, the PTT was still continued at six locations, at each of the five German schools for veterinary medicine and additionally in Austria. Further changes to the PTT platform and the analysis were carried out to optimize the PTT for continuing to offer the test from 2017 to 2019. The PTT is an interdisciplinary, formative electronic online test. It is taken annually and is composed of 136 multiple-choice single best answer questions. In addition, a “don't know” option is given. The content of the PTT refers to the day 1 competencies described by the European Association of Establishments for Veterinary Education. The platform Q-Exam® Institutions (IQuL GmbH, Bergisch Gladbach, Germany) is used for creating and administrating the PTT questions, the review processes and organizing of the online question database. After compiling the test by means of a blueprint, the PTT file is made available at every location. After the last PTT in 2018, the link to an evaluation was sent to the students from four out of these six partner Universities. The 450 analyzed questionnaires showed that the students mainly use the PTT to compare their individual results with those of fellow students in the respective semester. To conclude our study, a checklist with our main findings for implementing progress testing was created.

The influence of the community climate on users’ knowledge-sharing intention: the social cognitive theory perspective

ABSTRACT The purpose of this paper is to investigate the underlying mechanism of the community climate on knowledge-sharing intention in virtual communities. Based on social cognitive theory, a theoretical model was developed and empirically tested using a web-based survey of 525 members from an online question and answer (Q&A) community in China. Results showed that knowledge-sharing self-efficacy and outcome expectation played a chain mediation role in the relationship between the community climate and knowledge-sharing intention. This study is among the first to examine whether and how community climate influences knowledge sharing. Our research findings unpack the mechanism of the community climate on knowledge-sharing intention, and provide practical insights on how to use community climate to facilitate users to share knowledge in online Q&A communities.

Sarcoma Care Practice in India During COVID Pandemic: A Nationwide Survey.

BackgroundAmidst the COVID-19 pandemic, management of cancer has been one of the most intensely debated topics across the globe. We conducted an online survey to determine the consistency/or the lack of it, in the management of sarcoma patients between centres and the changes in policies.MethodsA twenty-five question online survey was conducted among practicing physicians over a period of 10 days using online portal (surveymonkey.com). It was followed by a critical analysis based on responses to each question.ResultsOf 194 medical professionals who participated, 80% were surgeons and 53% were working in government institutes. Most respondents (81%) continued their practice with some modifications. In OP majority (67%) relied only on symptom, contact enquiry and temperature recording for screening. COVID-19 testing was done more (43%) in IP patients. Most of institutes (83%) followed rotational policy to reduce the number of staff at risk while 57% offered an alternate accommodation. 52.3% continued chemotherapy for all patients while radiotherapy for all was offered by 45%. In metastatic cases, majority preferred either no treatment or non-surgical intervention (71%).84.5% believed in adapting changes (42%—avoid supra major surgeries, 27%—Operating only emergency cases and 15.5%—High grade sarcomas with curative intent) in surgical management of sarcomas. For benign bone tumors, majority (71%) agreed on adapting changes while 25% agreed on deferring all cases. 69% preferred teleconsultations for follow-up. Complete PPE were being used for all aerosol generating procedures by 44%. Only two thirds agreed with their institutes policy of PPE usage and COVID-19 testing.ConclusionThis survey has highlighted disparity on COVID-19 screening and management in various institutes across the country. This will act as a reference point for tracking future trends in bone and soft tissue tumor management guidelines, as the COVID-19 scenario unfolds globally and particularly in India.

Study Strategies for General Surgery Residents Preparing for the American Board of Surgery In-Training Examination: What to Keep, Discard, and Adopt

Undergraduate and graduate education research has stratified study strategies from low-utility to high-utility with respect to durable learning. The purpose of this study was to determine the prevalence of these evidence-based learning strategies among surgery residents in preparation for the American Board of Surgery In-Training Examination (ABSITE). A 23-item survey was administered during individual interviews. It assessed whether they had a study plan, and the average length and frequency of their independent study, both during the year and the month prior to the ABSITE. Data were also collected on their primary resources and study strategies. Residents rated their usage of those strategies based on a 5-point Likert scale. Maine Medical Center, an academic tertiary care center located in Portland, ME. All residents in the Department of Surgery. Residents (n= 23) intensified their preparation for the ABSITE in the month prior to the exam compared to the remainder of the year, adopting study plans (87% vs 61%, p = 0.53) and increasing the time spent studying (median, 420 vs 120 minutes per week, p < 0.001). Primary resources used were textbooks (65%), ABSITE review books (26%) and online question banks (9%). All residents (100%) often or always used testing, but fewer residents often or always used spacing (24%), both considered high-utility strategies. Most residents (60%) often or always used highlighting, considered a low-utility strategy. There were no relationships between study strategies and ABSITE scores. All residents use self-testing as a study strategy. Most underuse spacing and overuse highlighting. Further research is needed to establish the relationship between these study strategies and ABSITE scores.

Towards Understanding Online Question & Answer Interactions and their effects on student performance in large-scale STEM classes

Online question & answer (Q & A) is a distinctive type of online interaction that is impactful on student learning. Prior studies on online interaction in large-scale classes mainly focused on online discussion and were conducted mainly in non-STEM fields. This research aims to quantify the effects of online Q & A interactions on student performance in the context of STEM education. 218 computer science students from a large university in the southeastern United States participated in this research. Data of four online Q & A activities was mined from the online Q & A forum for the course, including three student activities (asking questions, answering questions and viewing questions/answers) and one instructor activity (answering questions/providing clarifications). These activities were found to have different effects on student performance. Viewing questions/answers was found to have the greatest effect, while interaction with instructors showed minimum effects. This research fills the gap of lacking research in online Q & A, and the results of this research can inform the effective usage of online Q & A in large-scale STEM courses.

A Study of Bug Management Using the Stack Exchange Question and Answering Platform

Traditional bug management systems, like Bugzilla, are widely used in open source and commercial projects. Stack Exchange uses its online question and answer (Q&A) platform to collect and manage bugs, which brings several new unique features that are not offered in traditional bug management systems. Users can edit bug reports, use different communication channels, and vote on bug reports, answers, and their associated comments. Understanding how these features manage bug reports can provide insights to the designers of traditional bug management systems, like whether a feature should be introduced? and how would users leverage such a feature? We performed a large-scale analysis of 19,151 bug reports of the bug management system of Stack Exchange and studied the in-place editing, the answering and commenting, and the voting features. We find that: 1) The three features are used actively. 2) 57 percent of the edits improved the quality of bug reports. 3) Commenting provides a channel for discussing bug-related information, while answering offers a channel for explaining the causes of a bug and bug-fix information. 4) Downvotes are made due to the disagreement of the reported “bug” being a real bug and the low quality of bug reports. Based on our findings, we provide suggestions for traditional bug management systems.

An Explorative Investigation of the Warm-up Practices of Professional and Amateur Rugby League Players

This study aimed to assess warm-up practices within professional and amateur Rugby League players, specifically to determine players’ perceptions why particular methods were used and discover whether any differences existed in warm-up practices and perceptions between the two separate standards. The study used a 10 question online questionnaire to investigate 30 professional and 53 amateur players warm-up protocols and their perceptions behind their practices. To provide a richer understanding regarding the practices and perceptions surrounding warm-up protocols, the questionnaire was followed by two focus groups (professionals and amateurs), which included four participants in each. Following analysis of the questionnaire responses, it was discovered that professional players warm-up protocols were significantly longer in duration than amateur players (P = 0.009). However, for all other variables assessed including; specific warm-up protocols, static stretch duration, and perceptions and beliefs concerning warm-up protocols, there were no significant differences between professionals and amateurs. Overall findings demonstrated the widespread use of static stretching within warm-up for both professionals and amateurs; 71 of 83 players (86%) reported usage. It was also highlighted that injury prevention was the most commonly perceived benefit from performing a warm-up across both standards [(Professional; 15 of 30, 50%) (Amateur; 27 of 53, 51%)]. Findings from the focus group generally supported questionnaire responses, and it was identified that the warm-up practices and protocols of Rugby League players were influenced by others such as coaches and strength and conditioning coaches which emphasises the importance of the role such practitioners.

Online Question Paper and Question Bank Generator and Student Portal

Examination process is an important activity for educational institutions to assess student performance. Thus the nature of the exam questions would determine the quality of the students produced by the institutions. Preparing the exam questions is very challenging, tedious and time consuming for the instructors. Thus with the help of this paper we present the solution in form of Online Question Paper and Question Bank Generator and Student Portal which makes use of Randomization technique. The design process performs the scrutiny and composes the examination paper using an efficient algorithm with a high rate of success. With this algorithm, the faculty needs to specify the subject, the question type and the difficulty level. From the entered input, the examination paper and question bank will be generated automatically. The editing of questions is performed using question edit options and the final paper/question bank will be stored as “.pdf” file formats and sent to the examination team for exam purposes. Students can also access the system for competitive examination purposes.The system shows characteristics like simple operation, a great interface, good usability, immense security, and high stability, reliability and easy to use.