Dutch schools all are online, which opens possibilities for a fully web based assessment system. But what is online? Cito has to deal with a wide variety in bandwidths, intranet systems, firewalls, and proxy servers. Furthermore, schools use a mix of Operation Systems, Media Players, and Browser applications. Under these circumstances Cito has to deliver multimedia examinations with video fragments and sound tracks simultaneously to 200.000 candidates.
How can this be done? Cito managed to develop an Assessment system for a range of Microsoft Operation Systems (W95 to XP) for both stand-alone situations and local area networks. The Cito examination system does not need third party applications for browsing or multimedia presentation. Distribution of multimedia test packages and data return of test results can be handled by installing and returning files or by automated synchronization techniques with the central Cito Data Server. The test content is readable only during test taking by a candidate. Test packages and test data are encrypted, and transmission of files over the Internet is secured by the Secure Sockets Layer (SSL) protocol.
The Term Paper on Transmission Of Multimedia Data Over Wireless Ad Hoc Network
Transmission of Multimedia Data over Wireless Ad-Hoc networ sA. Berk BarutluAbstractAd-how networking has been of increasing interest and therefore recognized as an important research area in recent years. This paper is about transmission of multimedia data over wireless ad-how networks, the problems and the related issues. 1. Introduction 1. 1 Ad-Hoc Networks An ad-how network is a collection of ...
The paper describes the role of examination system in improving the quality of technical education by comparing it with the quality control department of an industrial production unit. The paper discusses the salient features of a good examination system & asserts that a robust examination system alone can bring about substantial improvement in quality of technical education.
Quality problems in the examination system in general have been analyzed. Thorough overhaul in the examination system with regard to its policies, procedures and practices have been suggested.. Statistical analysis of the examination results has been suggested for identifying the problems in the examination system as well as in the teaching process of a university. Other remedial measures have also been suggested to make the examination system more efficient in order to produce technical manpower of superior quality from the existing technical institutions.
Electronic supported assessment or e-Assessment is a field of growing importance, but it has yet to make a significant impact in the Australian higher education sector (Byrnes & Ellis, 2006).
Current computer based assessment models focus on the assessment of knowledge rather than deeper understandings, using multiple choice type questions, and blocking access to more sophisticated software tools.
This study explored a new system based on a customised version of an open source live CD, based on Ubuntu which was used with three groups of pre-service teachers (N=270).
Students had divided opinions about using computers or paper for their examinations, but prior exposure to computer based assessment was a highly significant factor for preferring the computer medium. Reflecting upon their experience, students found the noise of computer keyboards a distraction during the eExamination and preferred fewer on-screen windows.
The new system allowed eExaminations to be taken securely on student owned laptop computers and was supervised by invigilators without specialist information technology skills. The system has been made available for other researchers to use at http://www.eExaminations.org/ Discussion and conclusion
This eExamination case study has revealed important information about ICT innovation which has implications for Australian schools and universities. Firstly, there was no initial clear cut preference for computers or paper based examinations amongst the Bachelor’s degree students in the case study. The cohort was split fairly evenly between the two options. Further research could be undertaken in other parts of the country to validate this finding for similar cohorts, and to investigate preferences for older and younger (school aged) cohorts.
The Term Paper on Online Examination System 3
1.1 Background of the study It is traditionally that every student takes an exam in a classroom, because they are happy to sit there and have the teacher or the proctor during the exam. In Online Entrance Examination System, we the researcher are trying to change the traditional manual examination in an educational institution for example in Computer Technologies Institute Inc. it may help the ...
Secondly, the preference for examination medium appeared to be strongly related to successful prior student experience of using computers in assessment, with a very significant difference and an effect size of 0.621. Such a finding is very valuable to innovation engineers – it tells us that creating the first positive experience of eExaminations is a vital first step to rapid adoption. This describes the chicken and egg aspect of innovation, where adoption is related to perceived utility. There are an increasing number of computer mediated assessment products on and entering the market. Apart from proprietorial interests of the suppliers, each of these generally restricts the demonstration of ability to a closed environment. Example systems we have found have the following restrictions:
• Suited for a restricted discipline/knowledge domain, e.g. Pearson VUE [http://www.pearsonvue.co.uk/] for the UK Driving Standards Agency’s Driving Theory Test [http://www.pearsonvue.co.uk/OurClients/Pages/DSA.aspx]
• Requires examiner expertise with a particular question setting or authoring software application, e.g. Articulate Quizmaker 2.0, • Internet connectivity required throughout the examination, but candidate ability to run any other software is blocked. e.g. • Question types restricted to offered choices only, e.g. BrainsBuilder [http://www.brainsbuilder.com/site/features.do] One reason for supporting a change to eExaminations is the linkage between tertiary and secondary assessment methods. These are only loosely linked systems, yet it is likely methods used in one sector will be noticed and appropriately adopted in the other.
Secondary sector assessments may be impeded from adopting computer mediated methods whilst tertiary systems rely heavily on high stakes written examinations (Fluck, 2007).
Our informal scrutiny of pre-service teachers in schools substantiates this linkage, with few instances of computer based assessments observed in classrooms. We speculate that the low rate of eAssessment in schools could also be due to governance issues (Robertson, Grady, Fluck & Webb, 2006), lack of opportunity for teachers to perceive significant advantage (Rogers, 2003) or greater demands in schools which are ‘busy places’ (DEST, 2006, p. 121).
The Term Paper on Standardized Test Students Assessment Student
Through educational history, various learning theories have been developed. How these theories relate to high-stakes standardized testing has a profound effect on schools in relation to accountability. Traditional learning models are based on two underlying assumptions, namely, decomposition and de contextualization. Yin (as cited in Gimps, 1994) maintains that standardized testing is built upon ...
This student cohort was ambivalent about the introduction of computer based examinations. To facilitate adoption of this innovation we make some recommendations:
• Attempt to find quieter keyboards • Advise the use of larger headphones covering the ear rather than ear buds worn internally. • Try to make time pressures in eExaminations less severe and therefore typing speeds less crucial. • Find some quicker way to collect competed scripts. We prefer a non-networking solution, such as write to CD, or boot from USB drive (as per Group C), to avoid conflicts about security and collusion and enable students to practise at home on personal laptop computers.
• Examiners can consider allowing students to select writing tools of their personal choice for completing the examination. In conclusion, the system used in this study had a number of useful attributes. The open source operating system on a live CD (and subsequently converted to bootable partitioned USB drives) provided a holistic examination environment which students could use to practise personal skills at home without copyright infringement. It also allowed eExaminations to be supervised by invigilators without specialist information technology skills by using a unique desktop background image for security. eExaminations can be easily constructed for a range of software environments, with candidates working on isolated workstations to ‘open book’ contexts with full internet connectivity.
The use of the live CD allows candidates to use their personal laptop for the eExamination without gaining advantage because local disk access can be blocked. Future developments will focus on transfer to USB drives to improve operational speed, facilitate the collection of completed scripts and permit cross-platform compatibility (Intel based Macs and PCs).
The Homework on Personal statement for applying master degree in Finance in the UK
Over the years, I have found that there are so many things that I have started but have never really finished. It was not until a couple of months ago, however, that I had come to realize that I wanted to accomplish so much more and that I was committed to pursuing my career in this field. It was from that moment on that I had decided that I came to a point in life that many people have not. I ...
Although the cost of USB drives is higher than the 50 cents per CD, they can be re-used many times. Instructions for both these techniques and the open source ‘Reconstructor for Exams’ software are available at.
