1 University of Maribor Faculty of Organisational Sciences Eva Jereb & Igor Bernik...

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University of MariborFaculty of Organisational Sciences

Eva Jereb & Igor Bernik

[email protected]

Comparing students’ readiness for e-examinations in 2004 and 2005

8th International Conference on Education, Athens

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EE-learning-learning

EE-examination-examination

exists for a relatively long timeexists for a relatively long time

is still in its infancyis still in its infancy

At the presented research we tried to find out:At the presented research we tried to find out:•whether e-examination is reasonablewhether e-examination is reasonable•whether the students are prepared for this kind of examinationwhether the students are prepared for this kind of examination•whether and why they expect e-examinations with anxietywhether and why they expect e-examinations with anxiety•how and when e-examination should be introduced to the studentshow and when e-examination should be introduced to the students

For better implementation of e-examinations regardless of location we For better implementation of e-examinations regardless of location we investigated the readiness of students to take this kind of exams.investigated the readiness of students to take this kind of exams.

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Why e-examsWhy e-exams?? Grading the exams automatically promises:Grading the exams automatically promises:

faster, cheaper and more consistent grading.faster, cheaper and more consistent grading. The number of candidates who should be The number of candidates who should be

examined is rising.examined is rising. Even if automatic marking is not used capturing Even if automatic marking is not used capturing

student’s answers electronically has benefits in student’s answers electronically has benefits in legibility and comprehension.legibility and comprehension.

Higher security with tests being held Higher security with tests being held electronically and being released to candidates electronically and being released to candidates at the start of the examination.at the start of the examination.

Immediate feedbackImmediate feedback.. At any time and any place.At any time and any place.

EE-examination has potential for speeding up the whole -examination has potential for speeding up the whole examination processexamination process..

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AlternativesAlternatives

1. No e-examinations. Examinations should be oral or written on1. No e-examinations. Examinations should be oral or written on paper.paper.

2. Use e-examinations for instant tests and classic tests for final2. Use e-examinations for instant tests and classic tests for final examexamss..

3. Combining electronic and classic examinations.3. Combining electronic and classic examinations.

4. E-examinations only. In classroom or remote, synchronous or4. E-examinations only. In classroom or remote, synchronous or asynchronous.asynchronous.

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MethodologyMethodology

Designing aQUESTIONNAIRE

SURVEY

ACTIONAnalyzing results

CHALLENGEdefining

alternatives

Generate questionsBRAINSTORMING

Distill questionsCATEGORIZER

Distill and clarify questions

CATEGORIZER GDSS GroupSystemsGDSS GroupSystems

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Survey statementsSurvey statements::

S1: I would replace classic written or oral exams with e-exams.

S2: Immediate feedback is one of the main advantages of e-examination.

S3: E-examination is far more interesting than classic examination, it attracts andmotivates me.

S4: E-examinations should be time limited.

S5: E-examinations ensure objective evaluation of results.

S6: E-examinations require a high level of computer knowledge.

S7: E-examination is straining, it would make me too tired.

S8: One of the advantages of e-examinations is less possibility of cheating.

S9: Knowledge should be tested instantly with help of e-examinations.

S10: E-examinations could take place remote from the school.

S11: E-examinations could be carried out anytime, according to individuals.

S12: If I could choose between classic and e-examination I would choose eexamination.

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ResultsResults

2004 54 students (20 females and 34 males) participated Ages ranged from 21 to 44 years,

with a mean of 27 years and 5 month (M=24,4 years for females and M=29,2 years for males).

2005 173 students (107 females and 66 males)participated Ages ranged from 20 to 50 years,

with a mean of 25 years and 6 month (M=26,36 years for females and M=24,71 years for males).

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Students agree with replacing classic written orStudents agree with replacing classic written ororal exams with e-exams.oral exams with e-exams.

Strongly Agree Strongly Agree → Strongly Disagree→ Strongly Disagree

11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

48,1048,10 42,20 35,2035,20 30,64 11,1011,10 14,45 1,901,90 5,78 3,703,70 6,946,94

S1: S1: I would replace classic written or I would replace classic written or oral examoral examss with e-exams. with e-exams.

Note: results are in percentage.

99

One of the main reasons why students like ideaOne of the main reasons why students like idea a aboutboute-examinations is the possibility ofe-examinations is the possibility of immediate feedback.immediate feedback.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

77,8077,80 76,88 14,8014,80 12,72 1,901,90 2,89 0,000,00 4,62 5,605,60 2,892,89

S2: S2: Immediate feedback is one of the main Immediate feedback is one of the main advantages of e-examination.advantages of e-examination.


1010

E-examinations attract and motivate large number of students.E-examinations attract and motivate large number of students.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

29,6029,60 31,21 46,3046,30 35,26 11,1011,10 12,72 3,703,70 12,14 9,309,30 8,678,67

S3: S3: E-examination is far more interestingE-examination is far more interesting than classic, it motivates me.than classic, it motivates me.


1111

Time should be limited to reduce cheating, to raise motivationTime should be limited to reduce cheating, to raise motivationand to reduce fatigue of long lasting tiring examination.and to reduce fatigue of long lasting tiring examination.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

29,6029,60 29,48 29,6029,60 25,43 13,0013,00 19,65 20,4020,40 15,03 7,407,40 10,4010,40

S4: S4: E-examinations should be time limited.E-examinations should be time limited.


1212

Trust in results evaluation objectivity isTrust in results evaluation objectivity is decreasing.decreasing.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

42,6042,60 36,99 29,6029,60 21,39 14,8014,80 21,97 7,407,40 13,29 5,605,60 6,366,36

S5: S5: E-examinations ensure objectiveE-examinations ensure objective evaluation of results.evaluation of results.


1313

Some students are anxious because they are not familiar withSome students are anxious because they are not familiar withe-examination method. But we can see less fear of the computere-examination method. But we can see less fear of the computertechnology in the year 2005technology in the year 2005..


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

37,0037,00 17,92 18,5018,50 24,86 11,1011,10 14,45 14,8014,80 21,39 18,5018,50 21,3921,39

S6: S6: E-examinations require a high level ofE-examinations require a high level of ICT knowledge.ICT knowledge.


1414

Students do not think that e-examination is straining andStudents do not think that e-examination is straining and tiring. tiring. More than half of them strongly disagree with statement 7. More than half of them strongly disagree with statement 7.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

9,309,30 4,05 1,901,90 12,72 14,8014,80 10,40 20,4020,40 21,39 53,7053,70 51,4551,45

S7: S7: E-examinations is straining, it wouldE-examinations is straining, it would make me too tired.make me too tired.


1515

Up-to-date technology enables good control overUp-to-date technology enables good control overexaminations and reduceexaminations and reducess cheating. cheating.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

24,1024,10 29,48 37,0037,00 28,90 14,8014,80 15,61 9,309,30 9,25 14,8014,80 16,7616,76

S8: S8: One of the advantageOne of the advantagess of e-examinations is of e-examinations is less possibility of cheating.less possibility of cheating.


1616

We are all different. Some like the idea of We are all different. Some like the idea of instantinstant pressure,pressure,some dislike.some dislike.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

40,7040,70 42,77 29,6029,60 24,86 13,0013,00 13,87 9,309,30 11,56 7,407,40 6,946,94

S9: S9: Knowledge should be tested instantly Knowledge should be tested instantly with help of e-examinations.with help of e-examinations.


1717

Result of social trend; lack of time and need ofResult of social trend; lack of time and need offlexibility.flexibility.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

77,8077,80 79,77 13,0013,00 13,29 3,703,70 1,16 0,000,00 4,05 5,605,60 1,731,73

S10: S10: E-examinations could take place E-examinations could take place remote from the school.remote from the school.


1818

Result of social trend; lack of time and need ofResult of social trend; lack of time and need offlexibility as flexibility as wellwell..


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

72,2072,20 72,83 16,7016,70 14,45 1,901,90 5,20 1,901,90 4,05 7,407,40 3,473,47

S11: S11: E-examinations could be carried outE-examinations could be carried out anytime, according to individuals.anytime, according to individuals.


1919

Students are afraid of new challenges and are not familiar withStudents are afraid of new challenges and are not familiar withthe new method of testing.the new method of testing.


11 22 33 44 55

20042004 2005 20042004 2005 20042004 2005 20042004 2005 20042004 20052005

38,9038,90 36,42 31,5031,50 25,43 18,5018,50 16,76 1,901,90 9,83 9,309,30 11,5611,56

S12: S12: If I could choose I would choose If I could choose I would choose ee--examinations.examinations.


2020

DecisionDecision

For the next generation of students we will be For the next generation of students we will be using combination of classic and using combination of classic and e-examinations.e-examinations.

We will try to introduce e-examination in all We will try to introduce e-examination in all fields where possible.fields where possible.

The final idea is to replace classicThe final idea is to replace classicexaminations with e-examinations inexaminations with e-examinations inwhole ofwhole of course where possible.course where possible.

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ConclusionConclusion

Feedback from the students confirmed the need of Feedback from the students confirmed the need of introducing e-examinations.introducing e-examinations.

Important factors for the positive relations towards e-Important factors for the positive relations towards e-examinations, are:examinations, are:

• Immediate feedbackImmediate feedback• Freedom of choice of placeFreedom of choice of place

Students are becoming more familiar with up tStudents are becoming more familiar with up too date date ICT technology and ICT technology and aare less afraid.re less afraid.

But students still do not know whether e-exams are But students still do not know whether e-exams are good or bad for them. good or bad for them.

Next step Next step pilot testing. pilot testing.

2222

University of MariborFaculty of Organisational Sciences

Eva Jereb & Igor Bernik

[email protected]

Thank you.

8th International Conference on Education, Athens

2323

Before and after taking e-testBefore and after taking e-testStrongly Agree → Strongly Disagree

1 2 3 4 5

Before After Before After Before After Before After Before After

S1 33,3% 58,3% 33,3% 16,7% 20,8% 20,8% 8,3% 0,0% 4,2% 4,2%

S2 66,7% 75,0% 4,2% 4,2% 12,5% 8,3% 8,3% 4,2% 8,3% 8,3%

S3 33,3% 54,2% 25,0% 20,8% 16,7% 12,5% 20,8% 8,3% 4,2% 4,2%

S4 25,0% 25,0% 16,7% 25,0% 29,2% 16,7% 12,5% 16,7% 16,7% 16,7%

S5 29,2% 41,7% 20,8% 20,8% 37,5% 20,8% 8,3% 12,5% 4,2% 4,2%

S6 12,5% 12,5% 16,7% 16,7% 16,7% 0,0% 16,7% 8,3% 37,5% 62,5%

S7 8,3% 12,5% 12,5% 8,3% 0,0% 0,0% 16,7% 4,2% 62,5% 75,0%

S8 33,3% 54,2% 8,3% 12,5% 16,7% 20,8% 33,3% 4,2% 8,3% 8,3%

S9 25,0% 41,7% 16,7% 25,0% 25,0% 20,8% 33,3% 8,3% 0,0% 4,2%

S10 45,8% 66,7% 12,5% 16,7% 20,8% 8,3% 4,2% 0,0% 16,7% 8,3%

S11 45,8% 62,5% 12,5% 12,5% 12,5% 12,5% 16,7% 0,0% 12,5% 12,5%

S12 33,3% 62,5% 12,5% 16,7% 25,0% 16,7% 8,3% 4,2% 20,8% 0,0%

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