Paper-based Examination Research Articles

Development of Online Exam System for the Institution

Abstract: Today online examination systems have become a fast-growing examination method because of its speed and accuracy. It is the simplest to use web-based applications for schools, colleges, universities, coaching classes, training centers, certification agencies, and recruitment firms to conduct timer-based, completely automated paperless examinations. The hassle of paper-based examination, physical presence of invigilators ensuring no cheating by the students or the strenuous task of checking each test paper by the examiner; this conservative practice is really tiring. Virtual Examination System is a web-based system, a modern standalone online examination platform for conducting virtual exams which has highlighting features like Full Screen constraint to eradicate malpractices by students, Instant results, and statistics right after completion of the test and many more.

Running an Online Mathematics Examination with STACK

In this paper I discuss running an online examination with STACK for a year 1 "Introduction to Linear Algebra" course. The COVID pandemic has continued to disrupt teaching during 2021-22, and were are still not able to return to the examination hall for a traditional exam. Instead, our examinations were still "take home". Under these circumstances we wrote a fully automatically marked final test for the course. With over 800 students on the course in 2021-22, the paper-based examination was estimated to cost about 50 person-days to mark. Clearly, reducing this cost is an attractive prospect. However, important questions remain. To what extent can we write questions which cover the learning objectives of the course? How did the students do with the test? What recommendations can we offer for similar courses, and future years? In particular, do we need to return to the exam hall?

A Novel Approach for Exam E-assessment Utilizing Image Processing

There is a brand-new feature called Exam (Infinity Exam) that supports paper-based exams and speeds up the entire process while maintaining all of their beneficial qualities and minimizing their drawbacks, notably in higher education. The method is very different from those employed in the earlier 10+ years, which were implemented in a way that prevented them from replicating and supplanting the conventional paper-based examination format. The article's core relies on the image processing flow, which is the most crucial component of the software. Multiple Choice Questions (MCQ) have been a more common method of testing someone's knowledge over time. The use of multiple choice questions in exams is becoming more widespread in the education sector (including in schools and colleges). It is employed even when conducting interviews. The current scenario involves either manually correcting the test or using OMR technology. Having OMR at all times in real time is rather challenging, and manually correcting it takes a lot of effort and could result in a mistake. We address this issue by applying a digital image processing technique in our proposed system to correct the response using multiple-choice questions written in Python. Here, we are processing data using Open-Source Computer Vision Library (OpenCV).

E-OMR ASSESSMENT USING IMAGEPROCESSING

E-OMR system which supports paper-based examination and makes it easier, more comfortable and speeds up the whole process while keeping every single positive attribute of it but also reducing the number of negative aspects. The way of conducting testing the knowledge of a person using Multiple Choice Questions (MCQ) has been increased gradually. In Educational industries like schools and colleges it is more common now-a-days having tests using multiple choice questions. Even in conducting interviews it is used. Current day scenario is either using OMR technology to correct the test or manually. In real-time it is quite difficult to have OMR at all the time and manually it is highly taking the time to correct and it may give you the error. We address this issue, in our proposed system we are using digital image processing technique to correct the answer using python. We are using Open Source Computer Vision Library (Open CV) to process and correct the answer. Python is the best language to implement this concept with the available Open CV library. In this system we also implement in the django environment.

Impact of the Application of Computer-Based 3D Simulation on Acquisition of Knowledge of Guidance of Mandibular Movement

Recently, computer-aided three-dimensional (3D) simulation has expanded to modern education. This study aims to investigate the effects of 3D computer simulation on the learning and self-assessment of the guidance of the mandibular movement. Sixty second-grade dental students were randomly distributed into three groups in an occlusion class. Various teaching protocols were used for each group. Students in the first group (lecture (L)) were taught exclusively through a textbook and two-dimensional illustrations. The conventional lecture method followed by computer-aided 3D simulation was applied to the second group (lecture-to-simulation (LtS)). Lastly, students in the third group (lecture with simulation (LwS)) were simultaneously taught using the conventional lecture and computer-aided 3D simulation methods. After teaching each group, a paper-based examination was conducted; actual and expected scores were obtained on the same day as the occlusal class. Analyses of variance with Tukey’s post-hoc analysis were used to compare the teaching protocols, whereas the independent t test was used for comparing between actual and expected scores (α = 0.05). The LwS group exhibited significantly higher actual and student-expected scores than the L and LtS groups (p < 0.001). The expected score was significantly lower than the actual score in the L group (p = 0.035). However, in the LtS and LwS groups, no statistical difference was observed between expected (p = 0.114) and actual (p = 0.685) scores. The distribution of actual scores in the grading systems indicated higher percentages of excellent (grade A) and good (grade B) scores in the LwS (96.7%) and LtS (79.7%) groups, respectively, than in the L group (53.4%). Using computer-aided 3D simulation to teach the guidance of mandibular movement improved the learning outcomes and self-assessment of students, especially when 3D simulation was combined with conventional lecturing.

Adopting computer-assisted assessment in evaluation of handwritten answer books: An experimental study

The use of computers in educational assessment is a widely explored territory. Several studies have been performed to show the effectiveness of computer-assisted assessment (CAA) and it has been accepted in various education sectors. However, due to the lack of sufficient infrastructure and other issues, the paper-based examination is still being used for educational assessment in many countries including India. Existing CAA frameworks require the examination to be conducted on a digital platform. So, these do not apply to paper answer books. We propose a two-phase framework for automatic evaluation of handwritten answer books. The first phase converts the answers written on papers to a digital form using a neural network-based handwritten answer recognizer. The second phase evaluates the answer to generate a numerical score. For this evaluation, we use a model answer-based approach where various levels of similarities between the model answer and a student answer are computed. To assess the performance of the developed system, we apply it to the evaluation of class VII Social Science Geography answer books of an Indian school. The experimental result shows that the proposed approach is quite promising.

An Attack-Defense Tree on e-Exam System

The electronic-examination (e-exam) system is not only transforming the paper-based examination to the electronic-based examination. The e-exam system has a big security challenge that must be resolved to guarantee the trust of its users. This paper aims at analyzing security challenges of an e-exam system and proposing a solution using Attack and Defense Tree methods. The attack tree scheme was defined by risk assessment methods. The attack tree was evaluated by penetration test experiments against a server running the e-exam application. A proposed defense tree scheme against the identified attack tree was presented as the main contribution of this research. This contribution can be used as a guideline to plan similar e-exam systems and can be served as a starting point for future research towards a comprehensive attack-defense tree of the secure e-exam system.

SIMULASI UNBK UNTUK SISWA/SISWI TINGKAT SMA

Computer Based National Examination (UNBK) is a national examination implementation system using computers as the test media. In its implementation, UNBK is different from the paper-based national examination system or Paper Based Test (PBT) which has been running so far. Over time the process of implementing the UNBK still experiences many obstacles and obstacles experienced by students, especially those who live in remote villages, namely the lack of understanding and lack of use of information technology. They are still confused to use information technology equipment such as computers to deal with UNBK later. Based on a review of the problems that occur the author will create a website as a UNBK simulation media, with the aim to simulate the implementation of the UNBK, so that students understand and are familiar with the process of implementing the UNBK. Waterfall is a classic model that is systematic, sequential in building software

Effects of Children’s Trait Emotional Intelligence on Digital Game-Based Learning

ABSTRACTPrevious studies have shown that trait emotional intelligence (EI) is an important factor affecting children’s learning performance in physical instruction settings. However, there have been very few studies exploring the effects of children’s high- or low-trait EI levels on both gaming performance and learning performance in digital game-based learning environments. Therefore, in this study, we developed a game-based English learning environment to investigate how different levels of trait EI would affect children’s gaming performance and learning performance. A total of 51 third-grade elementary school students participated in this study. The students’ trait EI was measured by a modified version of the Trait EI Questionnaire-Child Form. The students’ gaming performance was evaluated by the achievement of badges, and their learning performance was assessed by a paper-based examination after playing the game. The collected data were analyzed using Pearson correlation analysis and independent samples t tests. The results showed that there were significant correlations between trait EI, gaming performance, and learning performance; this implies that trait EI had a significant relationship with both gaming performance and learning performance. Moreover, the results showed that there was a significant correlation between the gaming performance and learning performance for those students with low-trait EI. However, the results showed that gaming performance and learning performance were not significantly correlated for the high-trait EI students. A subsequent analysis showed that the high-trait EI students’ gaming performance and learning performance were significantly better than those with low-trait EI.

Effects of health check-up feedback style (HCFS) on blood glucose and weight in type 2 diabetes patients aged 75 years and older: a randomized controlled study

Objective To analyze the effect of health check-up feedback style (HCFS) on the blood glucose level and weight of type 2 diabetes patients aged 75 years and older. Methods 120 consecutive patients with type 2 diabetes and aged 75 and older who were taking annual health check-up and receiving paper-based medical examination reports at Peking Union Medical College Hospital were enrolled into this study. The patients were randomly divided into two groups (control group and study group). All patients received annual health check-up between November 2014 and October 2015 (baseline health check-up). Patients in control group were given paper-based feedback as usual, while those in study group received feedback via face-to-face or telephone conversations. All patients received their second annual health check-up between November 2015 and October 2016. The patients' blood glucose and weight at the second health check-up were compared between the two groups. Results In baseline health check-up, the levels of HbA1c and BMI showed no difference between the two groups. In the second health check-up, HbA1c and BMI of study group were lower than control group[(7.17±0.58)% vs. (7.44±0.72)%, P=0.027; (24.3±3.8)kg/m2vs. (25.0±4.2)kg/m2,P=0.049]. Fast blood glucose and waist circumference showed no difference between the two groups. Conclusions Combination of paper-based reports and face-to-face or telephone conversations to feedback on health check-up results led to better blood glucose and BMI control in old aged type 2 diabetes patients. HCFS is of vital importance. Key words: Diabetes mellitus, type 2; Blood glucose; Body weight; Health check-up

Assessment of the perceived communication competence of senior undergraduate dental students: A study of the quality of data and orders written in prosthodontics' laboratory forms

Background: Although principled responsibilities are on dentists to prescribe and communicate prosthodontics information and requirements to dental technician, studies reveal a lack of communication. Moreover, skills and techniques that students develop during their clinical education are profoundly become attitudes. Aim: The aim of this cross-sectional study was to inspect and observe the quality of prosthodontics instructions and information submitted for both fixed and removable prosthodontics cases immediately at the end of each students' clinical session. Methods: Research ethical committee approved this study. A paper-based examination designed to find out the quality of instructions and nature of information. A self-structured questionnaire was constructed which included general data; year of study, age and gender of the dental student, information of the case type itself, and the clarity and correct instructions. Written instructions and the drawings were categorized as satisfactory and clear, a guide, unsatisfactory and poor, and none, outcome of treatment recorded at the delivery/cementation appointments. Results: Only 36.5% of the whole study samples were satisfactory and clear. Moreover, 37.4% were considered as a guide, 22.8% were unsatisfactory and poor, and 3.3% were without instructions. There was a statistical significance difference between the groups. Results showed that only 42.3% of prosthodontics cases approved on the intended day for delivery and/or cementation with minor adjustments. Nearly 14.6% rejected and unapproved (Redo). Only 9.75% of written information indicated disinfection. Conclusion: This study indicates weakness in communication between senior dental students (SDSs) and the laboratory dental technicians. SDSs are not competent in writing prosthodontics forms. The significance of acceptably completing the forms must be stressed throughout students' education.

Long-menu questions in computer-based assessments: a retrospective observational study.

BackgroundComputer based assessments of paediatrics in our institution use series of clinical cases, where information is progressively delivered to the students in a sequential order. Three types of formats are mainly used: Type A (single answer), Pick N, and Long-menu. Long-menu questions require a long, hidden list of possible answers: based on the student’s initial free text response, the program narrows the list, allowing the student to select the answer. This study analyses the psychometric properties of Long-menu questions compared with the two other commonly used formats: Type A and Pick N.MethodsWe reviewed the difficulty level and discrimination index of the items in the paediatric exams from 2009 to 2015, and compared the Long-menu questions with the Type A and Pick N questions, using multiple-way analyses of variances.ResultsOur dataset included 13 exam sessions with 855 students and 558 items included in the analysis, 212 (38 %) Long-menu, 201 (36 %) Pick N, and 140 Type A (25 %) items. There was a significant format effect associated with both level of difficulty (p = .005) and discrimination index (p < .001). Long-menu questions were easier than Type A questions(+5.2 %; 95 % CI 1.1–9.4 %), and more discriminative than both Type A (+0.07; 95 % CI 0.01–0.14), and Pick N (+0.10; 95 % CI 0.05–0.16) questions.ConclusionsLong-menu questions show good psychometric properties when compared with more common formats such as Type A or Pick N, though confirmatory studies are needed. They provide more variety, reduce the cueing effect, and thus may more closely reflect real life practice than the other item formats inherited from paper-based examination that are used during computer-based assessments.

Gamified Assessment Supported by a Dynamic 3D Collaborative Game

This study examined whether a 3D collaborative gave can be used as a midterm examination method and investigated the impact of this game on students' attitude towards collaboration. A total of 89 students and one coordinating professor participated in this study. The intervention lasted five weeks and took place in a computer science department. The game that was used as a treatment was dynamic and therefore the educator was able to customize its content for the examinations using an administration panel. A mixed method of quantitative and qualitative data collection was used. The results indicated that there was a statistically significant correlation between the performance of the students on the game and their performance on the final paper-based examination. However, there was no statistically significant difference between the attitude of the students towards collaboration before and after the use of the game.