Computer-based Testing for the Nursing Discipline: A New Frontier

This study aims to develop an instrument for evaluating learning outcomes using the Computer Based Test (CBT) in an effort to facilitate educators in the input of question banks and be efficient in recapitulating learning outcomes. The development model used is the Dick & Carey model with ten stages. Data collection techniques using questionnaires, interviews and tests analyzed descriptively qualitative and descriptive statistics. The results showed that 1) Teachers were able to formulate learning outcomes assessment instruments in accordance with competency standards, basic competencies and learning achievement indicators by using Computer Based Test (CBT) which can be accessed offline or online that makes it easy for educators to input question bank . 2) This is supported by several factors, namely: the presence of computer laboratories and supporting facilities , educators are motivated to improve self-competence and support students who are enthusiastic about learning innovations in the form of the application of Computer Based Test (CBT) . 2) Research on the development of assessment instruments for learning outcomes using the Computer Based Test (CBT) is a research and development (R&D) research development with a Dick & Carey development model consisting of ten steps. 3) The instrument for evaluating learning outcomes using the Computer Based Test (CBT) is considered to be very feasible to use. This was reviewed based on individual test results (material and media experts) with a mean score of 4.4 in the excellent and valid categories . Practicality was reviewed based on the teacher's questionnaire with a mean score of 102 in the excellent category and the student questionnaire with a mean score of 103.8 in the very good and practical category. Effectiveness is reviewed based on the level of completeness of student learning outcomes with an average score of 90.9 with very good and effective categories.

While research on online tests in higher education is steadily growing, there is little evidence in the literature of the use of learning management systems (LMS), such as Blackboard™, as rich sources of data on online tests practices. This paper reports on an investigation that used data from Blackboard™ LMS to gain insight into the purpose for and practice of online tests at the Charles Darwin University (CDU) Business School in Australia. Focussing on curriculum and pedagogical practices, the paper identifies indications of good practice as well as potential issues related to curriculum mapping, including possible misalignment between learning outcomes and online tests. It also affirms the versatility of using data from LMSs in the study of e-assessment in general and online tests in particular.

In the distance learning environment, there are more and more teaching methods which are used via internet technology, such as computer-based teaching and computer-based testing. It not only reduces the correct time of instructors, but also gives students various changes in computer-based testing. It makes assessment not only a simple answer, but gives students more information about the tests. The computer adaptive testing includes the advantage of computer-based testing and also gives students different difficulties of testing items by student's ability level. This feature can not be replaced by traditional pencil and paper tests. Due to the various difficulties of testing items, we can understand the ability of students in class. In this paper, we proposed an adaptive testing system and used standard deviation to analyse student's test results. Teachers can understand the status of students during the test and also estimate student's ability in this system. Moreover, students can realise the learning problems of themselves via the analysed results.

Higher education institutions (HEIs) are increasingly adopting online learning procedures to facilitate and hopefully, enhance learning outcomes. However, concerns are arising regarding the reliability of this platform in measuring students learning outcomes. Unfortunately, these concerns are mainly linked with technological and administrative failures that are likely to occur before or during the assessment process, and not with the actual attainment of the learning objectives. Using literature review as the research method, this paper provides some perspectives on the effectiveness of online assessment in measuring student learning at the tertiary level. Examples from the authors’ own teaching experience are also provided to support the premise of the discussion. The research findings indicate that while both formative and summative online assessments are useful in measuring student learning at the tertiary level, there is no consensus on whether online platforms can be used effectively in both types of evaluation, with studies associating these platforms with various strengths and weaknesses. This study concludes that HEIs, having little choice at the current time, should take advantage of online platforms strengths in measuring certain types of student learning while at the same time, ponder on the questions raised in this study on the need to institute remedial procedures to mitigate these platforms limitations in measuring other types of learning that are difficult to capture using online assessment.

The teaching and learning process, especially the process of evaluating student learning outcomes, the teacher still uses a semi-conventional evaluation process where the exam process is carried out using social media to send student exam results which are done manually on paper. This kind of evaluation process is less effective and efficient, both in terms of time, the method used, and the examination process which requires a long time and inaccurate examinations. For this reason, the authors designed a Computer Based Test (CBT) application as a media for evaluating student learning outcomes. The study aims to develop an Android-based Computer Based Test whether it is valid, practical, and effective in the learning exam / evaluation process. This research method is Research and Development which is focused on developing a smartphone-based Computer Based Test, especially Android. The development model used refers to the Alessi and Trollip development model, which consists of 3 stages, namely: planning, design, and development. The total research subjects were 30 students and 1 mathematics subject teacher. The media developed was validated by media experts and material experts, with the results of validation by material experts obtained an average score of 3.7 (very valid) and by media experts an average score of 3.8 (very valid) was obtained. This means that it can be stated that the Android-based Computer Based Test is very practical in the evaluation / exam process in mathematics subjects. Based on the results of the feasibility test of the Computer Based Test, it can be concluded that the use of the Computer Based Test is feasible to be used as a medium for evaluating learning in mathematics subjects

In traditional university teaching and learning settings feedback to students' performance is often neglected even though it is known to be an important factor to improve learning outcomes. Therefore we placed strong emphasis on this topic while developing and implementing the blended learning concept pharma2 into the curriculum of pharmaceutical sciences. pharma2 combines traditional face-to-face teaching with computer-based learning and testing tools. Once implemented, computer-based testing tools allow frequent feedback to large groups of students. However, commercially available systems show limited possibilities for demanding question and assessment types. Thus we developed PharmAskYou and ViLab. PharmAskYou makes e-testing on higher cognitive levels possible and allows immediate and response contingent feedback. ViLab offers the opportunity to practice demanding lab methods online in the form of video sequences and interactive tools. While working through the method step by step the students receive response contingent feedback. Beside the possibilities of these computer-based testing and online feedback forms other assignments, e.g. reports and posters, followed by an individual feedback by the instructor are implemented into the blended learning concept. We consider the continuity of different assignments and constructive feedback important for students' motivation and hence learning progress. Even though developing and operating a didactically adequate feedback system is time-consuming it is worthwhile when students' performance can be improved as shown in our setting.

Today, teaching and learning at all levels is combining traditional teaching methods with online teaching via the Internet (teaching and learning, remote assessment through the network environment). In addition to teaching culture and expertise for long-term classes, there are refresher courses and online distance learning (digital university). Contributing to improving the quality of teaching and online assessment in the current period, the author has researched and tested the assessment of learning outcomes based on extended forms combined with google form. The assessment process shows more secure results (compose questions, answers and manage assessment test results using lock mode and encrypt the test path). The program can be applied to different training systems.

As there has always been a concern regarding creation of reliable online assessments by educators, this academic article provides an idea for creating of online assignments for the inexperienced assessment literate teachers. This proposed model will show how to utilize Bloom’s model to create digital online assignments using ICT tools. The inspiration of this proposed model is taken from a combination of Benjamin Bloom’s Taxonomy and Andrew Churches Digital Bloom’s Taxonomy, as both focuses on the teaching and learning environment. Due to the pandemic 2020 approximate estimation of 87% of world’s student’s population (McGee, 2013; UNESCO, 2020) faced the issue of school closure, which gave a rise to online teaching, learning. Therefore, this paper examines the need of creation of reliable assessments which caters to the different students’ abilities. By this proposed model and with the Integration of Information and Communication Technology with Benjamin Bloom’s Cognitive Domain, this article will add a new dimension towards the online assessment. The main objective of this article is to utilize the common language and the terminology from the Blooms taxonomy for assessing the students depending on their needs and abilities to achieve the targeted learning outcomes

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.

The computer-based national assessment has been implemented in Indonesia over the past two years as a replacement for the computer-based national examination, which was discontinued in 2021. At SMK Nurul Huda, this program is still new and faces various challenges. The main issue is the lack of understanding among participants and technical staff regarding the operation of the system, including hardware, software, and networks. The purpose of implementing this assessment is for school accreditation and improving the quality of education by capturing the inputs, processes, and outcomes of learning, as well as measuring students' reading literacy and numeracy. The implementation method includes technology outreach on network systems and simulation training on the use of the computer-based national assessment system. This activity was attended by 18 students and 2 technical staff members. As a result, 65% of participants reported no difficulty using the system. The outreach and training activities at SMK Nurul Huda ran smoothly. Participants and technology experts have understood how to use the system, indicating that the computer-based national assessment can improve education quality across all educational institutions.

A number of medical schools in Korea have been using computer-based testing (CBT) for evaluating their students’ scientific and/or clinical performance since the early 1990s. Introducing CBT to medical education would have several advantages: first, presenting figures and audio-video files of clinical content is simple with CBT, making it possible to evaluate medical students’ competency with navigating more realistic clinical situations at minimum cost; second, CBT enables automatic item analysis and score reporting. To establish CBT, constructing an item bank with item parameters such as difficulty or discriminating parameters will be needed. To select more psychometrically sound items, analysis of the items according to item response theory is necessary. CBT has already been introduced in high stakes tests like the United States Medical Licensing Examination and the Medical Council of Canada Qualifying Examination. The National Health Personnel Examination Board in Korea is also planning to introduce a CBT-based version of the National Medical Examination soon. Thus all medical schools in Korea will need to introduce CBT and construct item banks to prepare their students for their licensing examinations and to measure the students’ competency more accurately

The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap, this study aimed to provide a further study by developing an empirical study, extending perspectives of research for flipped classroom in education. This study was conducted to respond and investigate two main student perceptions in a flipped precalculus course, namely, situational interest and course satisfaction. By the self‐developed perception measures, situational interest contained feeling, value and topic interest (three factors), while course satisfaction contained course design, system quality, course arrangement and online assessment (four factors). To respectively determine factors on final grades, we assessed the predicting power among those factors. Students' feedback and gender differences were also evaluated to provide a holistic profile of this flipped course. Results showed that feelings predict the final grades in males, while course design predicts the final grades in females. Moreover, the result also showed that even if females and males showed different topic interest in this course, they performed equally well. Some suggestions to effectively implement a flipped course were also provided from students' feedback. The implications of the results were provided for instructors' guidance in implementing flipped classroom. Finally, the study concluded that students' perceptions may be considered as motivational strategies in teaching and learning process to involve students in academic activities for improving their grades in flipped course.

In this paper, a heuristic method based on a pre-calculated prediction of tests is presented. This method is for combinational test generation and applies to the combinational parts of sequential circuits equally wells. The proposed method is Directed Random Test Generation that is based on SCOAP observability and controllability parameters. RTG methods are usually evaluated based on fault coverage that grows exponentially with the number of test vectors. Instead of pure random testing with a massive number of test vectors, fewer test vectors are selected by Directed Random Test Generation, and more faults are detected in the early stages of test generation. As a result, fewer faults remain for the deterministic test stage, which is helpful where online testing is considered. A comparison between random testing and directed random testing is performed on combinational benchmarks, using MATLAB and ModelSim simulation environments. The focus is on the stuck-at fault models in random logic circuits. The simulation results show our method has a sharper increase in fault coverage when compared with pure random test generation.

Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software.

Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts