Computer Based Test (CBT) System for Student Academic Examination

Abstract

Computer based test (CBT) becomes more pervasive in the last few decades, there is growing need for educators to consider modes of assessment because there are many advantages. CBT is an effective solution for mass education evaluation, so that CBT is very necessary applied especially in evaluation and assessment for students. The purpose of this research is to design a system for student academic examination based on computer based test (CBT). The system is designed to facilitate the examnination processes and manage challenges surrounding the conduct of examination, autosubmission, auto-marking and examinaton result report generation. The kind of this research is part of research and development (R&D) research. Model design is adopted from Thiagaraja, which have four-D model: (1) define, (2) design, (3) development, (4) disseminate. This research was executed until the limited trial of design model because the lack of the time of this study. Define was analysed student"s need, the goal, and the CBT"s concept. Design was choosed the CBT"s software, software that used in this study was learning management system (LMS) Moodle. The goal of this study is create CBT system for student examination and showed the effectivity of the system.

Pendeteksian Kecurangan Ujian Melalui CCTV Menggunakan Algoritma YOLOv5

“…Ujian tulis [5] merupakan salah satu metode yang paling banyak digunakan sampai saat ini [6]. Walaupun beberapa kampus atau sekolah sudah melakukan ujian berbasis komputer [7]. Kendati demikian, ujian tulis dan digital tetap memiliki persentase kecurangan yang tinggi dalam pelaksanaannya.…”

Student’s Perceptions of the Use of CBT for the Conduct of General Studies (GST) Examinations in Usmanu Danfodiyo University, Sokoto

“…Although a single set of tests cannot be done on two devices at the same time, the replies are saved in a database, grades are awarded manually, and the report is generated afterwards. However, as effective and desirable as computerbased assessment has been, it has been built on the assumption that students display what they know and can accomplish, but construct irrelevant elements like disengagement, test anxiety, and cheating pose a danger to the validity of inferences (Manurung, Fildzah, & Rajagukguk, 2019).…”