Moving a formative test from a paper-based to a computer-based format. A student viewpoint

Rudland, Joy; Schwartz, Peter; Ali, Anthony

doi:10.3109/0142159x.2011.577119

Cited by 13 publications

(12 citation statements)

References 6 publications

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“…Technical issues were also reported as a concern by students in other studies especially regarding Internet speed being a barrier for not completing online formative assessments 4 , 13 . Problems of academic dishonesty and their facilitation by technology have been reported before, 20 with higher probability of cheating occurring in e‐assessment in general 5 and summative e‐assessment in particular 21 . The reported perception in our study raises the need for adequate measures to ensure that summative e‐assessment is not jeopardized by acts of dishonesty.…”

Section: Discussionmentioning

confidence: 84%

e‐Assessment in a Limited‐Resources Dental School Using an Open‐Source Learning Management System

Tantawi

Abdel‐Salam

Mourady³

et al. 2015

Journal of Dental Education

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e-Assessment provides solutions to some problems encountered in dental students' evaluation. The aim of this study was to evaluate the experience of a limited-resources dental school with e-assessment provided through an open-source learning management system (LMS). Data about users' access and types of e-assessment activities at the Faculty of Dentistry, Alexandria University, Egypt, were obtained from the web-based LMS Moodle. A questionnaire developed to assess students' perceptions of the e-assessment was also sent to students registered in two courses (undergraduate and postgraduate) with the same instructor. The results showed that most e-courses at the school had one form of e-assessment (82%) and, of these, 16.7% had summative assessment activities. There were signiicant differences among departments in the number of e-courses with e-assessment. One-quarter of e-courses with e-assessment used Moodle quizzes. Of 285 students registered in the two courses that included the questionnaire, 170 responded (response rate=59.6%). The responding students positively perceived the impact of e-assessment on learning and its reliability and security, whereas technical issues and related stresses were negatively perceived. This study suggests that e-assessment can be used at minimal cost in dental schools with limited resources and large class sizes with the least demands on faculty members and teaching staff time. For these schools, an open-source LMS such as Moodle provides formative e-assessment not available otherwise and accommodates various question formats and varying levels of instructors' technical skills. These students seemed to have a positive impression of the e-assessment although technical problems and related stresses are issues that need to be addressed.

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Section: Discussionmentioning

confidence: 84%

e‐Assessment in a Limited‐Resources Dental School Using an Open‐Source Learning Management System

Tantawi

Abdel‐Salam

Mourady³

et al. 2015

Journal of Dental Education

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“…We 7 and others 8 , 9 have compared paper‐based and computer‐based assessments in high‐stakes examinations and found that student acceptability of the latter was greater and preferred over a written format for important summative assessments of knowledge. In our previous study, 7 a major factor in this positive response was the students’ perception of fairness, though some students indicated that stricter controls to prevent cheating were required.…”

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confidence: 99%

Student Acceptability of High‐Stakes e‐Assessment in Dental Education: Using Privacy Screen Filters to Control Cheating

Escudier

Tricio-Pesce

Odell

2014

Journal of Dental Education

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Acceptability is a required quality for a sound assessment. For students, acceptability of a test is strongly inluenced by perception of fairness. Computer-based assessment has been reported to be preferred by students provided that strict controls to prevent cheating are in place. This may be dificult to achieve as e-assessments are often taken in learning environments where computer screens are close together. In this study, 138 Year 5 dental students completed an e-assessment followed by an onscreen post-assessment questionnaire about the acceptability, fairness, and effectiveness of using privacy screen ilters installed in front of their monitors to prevent cheating. Ninety-one percent of students in this study considered that taking a summative e-assessment with privacy screen ilters was acceptable, 86 percent expressed the view that ilters contributed to a fairer test, and 54 percent reported the ilters made it easier or did not make any difference to read the screen. In addition, 60 percent gave positive comments and feedback, mainly focused on prevention of cheating. These indings suggest that privacy ilters, originally developed for data protection in banks, medicine, and business, have potential in e-assessment in higher education. They provide an effective way of hampering cheating and improve student acceptability and conidence in the fairness of computer-delivered assessments. Dr. Escudier is Senior Lecturer in

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“…The world scientific literature available (PubMed, Scopus, Embase, ProQuest, key words: computer-based assessment, e-assessment, students of medicine and health sciences, final examinations, years: 2000-2015, articles in English) included five publications devoted to opinions of students on participating in computer-aided exam [8][9][10][11][12]. Studies were conducted in New Zealand (2006, Faculty of Medicine, University of Otago) [8], the United Kingdom (2007, University of Bradford) [9], Saudi Arabia (2009, College of Medicine, King Abdulaziz University) [10], Germany (2011, Medical Clinic University of Heidelberg) [11], and Pakistan (2013, Dow University of Health Sciences International Medical College, Karachi) [12].…”

Section: Discussionmentioning

confidence: 99%

“…No information has been found about reliability of the research tools used to conduct the study in the available publications [8][9][10][11][12]. A pilot study on the opinions of students participating in computer-aided examinations at Warsaw Medical University was conducted, as well as an analysis of questionnaire reliability [14].…”

Section: Discussionmentioning

confidence: 99%

Comparative analysis of opinions of Warsaw Medical University students on electronic examinations and final tests by their participation in this form of knowledge assessment – preliminary report

Gotlib

Pańczyk

Gębski

et al. 2015

Polish Journal of Public Health

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Introduction. Apart from the increasing popularity of modern information technologies and the development of e-learning methods used for teaching medicine and health sciences, there was a spike of interest in using modern computer techniques for checking students’ knowledge. Aim. The aim of the study was to compare the opinions of students of Medical University of Warsaw about the examinations and final tests conducted using the e-exam ASK Systems platform, measured by their participation in this form of assessmen knowledge. Material and methods. 148 students; group 1 comprised students participating in an e-exam (59 persons) and group 2 included students not participating in an e-exam (89 persons). A voluntary, anonymous questionnaire study, electronic questionnaire, 58 statements measured using the Likert scale. Questionnaire reliability assessment: analysis of internal consistency with Cronbach’s Alfa coefficient (α>0.70). Statistical analysis: STATISTICA 12.0 licensed to WMU, Mann-Whitney U test. Results. Cronbach’s α coefficient for the scale amounted to 0.70. Members of group 1 were more likely to admit that students need to put in extra effort into participating in an e-exam (p<0.001) and that test results might be worse than in case of a regular exam (p<0.050). Group 1 significantly more often reported that the participation in an e-exam can cause additional examination stress (p<0.002) and makes cheating during exams more probable (p<0.003). Conclusions. 1. An analysis of the questionnaire demonstrated that this tool is reliable and can be used in further studies. 2. The participation in an e-exam slightly influenced the opinions of students on this form of knowledge assessment, which may mean that the students’ expectations concerning e-exams were consistent with the actual course of the exam. Therefore, students do not need any special procedure to prepare for e-exams. 3. This was a pilot study and it needs to be continued among the same group of students before and after the e-exam.

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Moving a formative test from a paper-based to a computer-based format. A student viewpoint

Abstract: From a student perspective, the computer was an acceptable platform for delivering a formative assessment comprising multiple choice questions (MCQs).

Cited by 13 publications

References 6 publications

e‐Assessment in a Limited‐Resources Dental School Using an Open‐Source Learning Management System

e‐Assessment in a Limited‐Resources Dental School Using an Open‐Source Learning Management System

Student Acceptability of High‐Stakes e‐Assessment in Dental Education: Using Privacy Screen Filters to Control Cheating

Comparative analysis of opinions of Warsaw Medical University students on electronic examinations and final tests by their participation in this form of knowledge assessment – preliminary report

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