www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 Computer-based tests: a system of assessing academic performance in university of Ilorin, Ilorin, Nigeria. Charles O. Olumorin, a Michael A. Fakomogbon,b Y. A. Fasasi, c Christopher O. Olawale, d Festus O. Olafare f c a Department of Science Education, Faculty of Education, University of Ilorin Ilorin Nigeria bodeolumorin@yahoo.com b. Department of Science Education, Faculty of Education, University of Ilorin, Ilorin Nigeria mafakyo@yahoo.com Department of Educational Management, Faculty of Education, University of Ilorin Ilorin Nigeria yafasas@yahoo.com d Graduate Student, Department of Science Education, University of Ilorin, Ilorin Nigeria christopherolawale@gmail.com d Graduate Student, Department of Science Education, University of Ilorin, Ilorin Nigeria Festusdemaajy@yahoo.com Abstract. This paper examined the nature, structure, and scope of computer based test (CBT). Specifically, it dealt with the use of CBT for conducting General Studies’ papers usually coded as GNS with particular focus on the University of Ilorin. The mode of use, scope, coverage and the nature of assessment were discussed. In addition, the organization of the course contents in relation to the needs of the learner were explained, however only GNS 311 was sampled being the highest point of the evolutionary trend of the course structure. Finally, the problems associated with the conduct of CBT and recommendations for ease of administration and future use were highlighted. Keywords: computer- based test, general studies, assessment, academic performance, test administration, test structure. 1 INTRODUCTION 110 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 General Studies usually coded as GNS is a university based core course that equip students with education-oriented skills that cover a broad range of topics, thus prepare them for endless career paths. General Studies is common nomenclature in most institutions of higher learning. By status, GNS is compulsory for all registered students irrespective of course of study or programme of study in the university. In other words, all General Studies courses must be offered and passed by students to meet graduation requirement of the University. As the name implies, general studies is “general” because it encompasses studies from a wide range of contents from various spheres of human endeavours. The course is tagged with various names in other institutions but it is generally refer to as GNS in the University of Ilorin. (Olawale, 2008) GNS gives student basic preparation for many future careers. Graduates who acquired fundamental knowledge of GNS can use the same experience to perform basic functions in various professional fields, including education, law, government, health care, real estate, social service, and private industry. Due to the ever increasing number of students offering GNS courses there was a need to employ a method of assessment that can be used to conveniently examine large number of students at a time. Computer Based Test is a modern approach to testing and assessment. It is one of the modern breakthroughs of technology. Technology has significantly reshaped the method of evaluating students. For instance, Computer as tool for technology, is used in multi-dimensional ways, though only very few organizations in Nigeria, including tertiary institutions have gone beyond word processing and other routine tasks (Olumorin & Sofoluwe, 2012). In many educational sectors, educational evaluation has moved towards the use of computer-based testing (CBT), which is known as tests or assessments that are administered by use of computer through technological devices linked to the intranet and in certain cases, internet. 1.1 MEANING AND NATURE OF COMPUTER BASED TEST (CBT) Computer based Test simply refers to tests and assessments conducted through the use of the organized systems on computers. Computer Based tests have the ability to automate a very time consuming task, marking and monitoring progress. Chalmers (2011) sees Computer Based test as a test that can be used in a supervised or non-supervised environment, and can allow students to check their own progress through self-assessment. It can also be used for testing lower-order skills (such as knowledge, understanding and application); it can also be used for testing higher-order skills to improve the students' analysis, synthesis and evaluation skills with more complex application software. In the opinion of Erle, Benjamin, Einar, and Raymond (2006), CBT has gained popularity as a means of testing, with large-scale professional examinations such as the United States Medical Licensing Examination (USMLE) in 1999. However in Nigeria, the popularity emerged through the post University Matriculation Examinations and University main examinations. For instance, University of Ilorin, Federal University of Technology, Akure and Federal University of Technology, Minna maximized the use of CBT as tool for undergraduate and postgraduate assessments. Computer Based test has a range of activities which include the delivery, marking, and analysis of all or part of the student assessment process using computer technologies. Some key reasons for using computer based test are to increase the frequency of assessment, motivating students to learn and encouraging skills practice, to broaden the range of knowledge assessed. It also increase feedback to students and lecturers and extend the range of assessment methods. Increase in objectivity, consistency and reduction in marking loads of script and other cases resulting in administrative efficiency (Özden, Ertürk, and Sanli, 2004). 111 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 The use of CBT for entrance examinations in education, military training, and certification examinations by professional groups and promotional examinations in various stages and categories of life cannot be overstressed in this century. Lowry (2005) sees computer-based test as a way to increasingly provide a quick method of marking summative assessments for large groups of students. Computer based test came into Nigeria education system through Electronic Test Company (ETC) for universities, schools, and companies. The introduction of CBT enables educators and trainers to author, schedule and deliver tests and examinations. As at 2011, ETC centers are located at; University of Ilorin , Kwara State, Oba Akran Avenue Ikeja, Lagos, University of Lagos, Lagos, University of Agriculture, Makurdi, Federal University of Technology, Minna, University of Maiduguri, University of Ibadan, Oyo State. Additional centers’ are currently under construction all over Nigeria with expectation to have up to 25,000 computers located in various centers’ throughout the country (Oladipo 2009). Current CBT models focus on the assessment of knowledge rather than deeper understandings, using multiple choice type questions, and blocking students from expressing themselves in their own way. And besides this students have their own views and opinions on the issues concerning using CBT to conduct assessment in GNS. 2 OBJECTIVES AND CONTENTS OF GNS IN THE UNIVERSITY OF ILORIN The main purpose of General Studies programme is to help students acquire knowledge and abilities to understand the world, make connections across disciplines, and contribute to the solution of contemporary problems. GNS help develop skills needed for later academic and professional work (such as communication and math), foster abilities that transcend disciplines (like critical thinking), and help students understand different disciplines and their unique approaches to asking and answering life’s questions. By its nature, GNS is objectively general in nature because it encompasses various field of human endeavours. It is purposely designed to equip students with knowledge-oriented skills that cover a wide range of topics and subjects, thereby preparing them for an endless array of further study options or career paths. The General Studies Degree (GS) online programme provides students the opportunity to develop and carry out individual paths of studies related to their particular professional goals and interests. By combining courses from various degree areas, the GS student has the advantage of working towards a specially tailored area of concentration. (http://online.kwc.edu/programs/general-studies). In this online programme, graduates with a degree in general education can apply their talents to any number of work force sectors or toward an advanced degree, specializing in an area that sparked their interest in school. 2.1 Structure and Status of GNS 311: a case study of University of Ilorin Vision and Objectives of GNS 311 are to improve the language and communication skills of all students and to help them develop adequate competence in the Use of English Language as a tool for their present studies and future employments. To assist students to develop and expand their awareness of their social; cultural and physical environment which invariably will prepare them to function effectively in their society. General Studies socialize the Nigerian student to cultivate desirable habits, values, attitudes, patriotism, and nationalism and to appreciate the status of the Constitution as the will of the people, and to sensitize students to the functions and obligations of Government. It introduces students to the broad areas of the Sciences and to create awareness of the services of science to man and the effect of science on human society. To prepare students to be integrative thinkers who can see connections in seemingly disparate information and draw on a wide 112 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 range of knowledge and skills to make decisions. GNS also prepare students to communicate effectively with diverse audiences for a variety of purposes and in a variety of settings. (http://www.wwu.edu/generalstudies/objectives.html) 2.2 Evolution of CBT in University of Ilorin University of Ilorin, in since 2007, has witnessed an increase in the number of students and the conventional examination method became time consuming in terms of the time for evaluation and assessment. A solution to examination of large classes of students is an automated testing system and this was introduced by the University of Ilorin in 2008, primarily to address the problem of large classes among others. University of Ilorin in its strategic plan adopted the use of ICT in the delivery of its academic programmes especially at undergraduate levels. The rationale for the development and integration of educational technologies in the University was to fast track two priority areas in the University’s five year strategic plan, they are: Expanding access and participation and enriching quality academic programmes through the infusion of ICT as Computer Based Test. To support ICT for assessment purposes in the University therefore, the executive management of the institution committed resources for the development and improvement of the learning and teaching environment (Olawale & Shafi’i, 2010). During the period spanning over 2008 and 2011 in University of Ilorin, adoption of CBT was encouraging as shown by the increasing numbers of courses that has been written in CBT format. 3 STAGES INVOLVED IN EXAMINATION ADMINISTRATION THROUGH CBT 3.1 Preparation of test items The first approach is the preparation of questions by the lecturer-in-charge of the course. In most cases, the questions are the multiple choice types commonly referred to as objective questions. The questions are prepared in the multiples of hundreds depending on the coverage of the course content with the total number of students in mind. The questions are prepared with a special software package called the Authoring manager. Detailed information on this can be found on http://www.questionmark.com/perception/help. Course Lecturers use the Authoring Manager to keep all the contents and templates that can be used for creating questions and assessments in a single repository. When the assessments are completed, the Perception Server software will use the repository to deliver the assessment to the students via the intranet. 3.2 Submission and loading of test items The questions are submitted to the CBT center via the faculty/school examinations Officer or directly by the lecturer-in-charge in soft copy few hours before the commencement of the examination. Administrator of the centre, in this case, the electronic test company (ETC) to upload the pool of questions into the database which is the test bank. Time-setting for the exams is also done on the data base. (Olawale & Shafi’i, 2010). When the systems are loaded and ready for the examination, students are checked in to the hall and directed to sit one in each cubicle. This individualistic arrangement disallows students from interfering with each other, thus making examination malpractice almost impossible. It is important to note that the questions are not numbered and neither are they serialized. The tendency of neighbouring cubicles answering the same questions at the same time is erased; hence the risk of dictating or passing answers to each other by students is totally impracticable. 113 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 This system also provides the opportunity of timing down the students as the examination progresses. The time is indicated at the edge of the computer screen to enable the student manage him or herself appropriately. In addition, the opportunity to review the already answered questions is possible and when the need arises, changes can be made by students if the time permits. On completion of the examination, candidates click on “end” and “submit” at the scheduled time to indicate their completion of the examination, students then leave the hall through a different exit without distracting others that are still working. 3.3 Writing of the CBT examination CBT examinations have been acclaimed to be one of the easiest to write, however, it is important to note that a certain level of computer proficiency/knowledge of some basic computer operating skills are necessary. The skills include being able to: 1. Boot a computer/start a computer 2. Identify and use icons 3. Adequately use/manipulate keyboard and mouse/joy stick. With these skills, students will successfully write the exam especially if special attention is paid to instructions and operating directives. The first step is the checking-in of students using whatever criteria that must have been put in place by the university administration for conducting examinations, in the University of Ilorin, emphasis are laid on: Students identification cards, course registration forms and mode of dressing. These are preceded by security checks for those who might want to enter the examination hall with sophisticated hand-held devices and hard copies of textual materials among others. After these, students file in and stand by their cubicles until they receive directive from the supervisor and/or guide to sit. The next stage is to log on using accepted password in the space provided. Students are provided with certain passwords, in most cases their matriculation numbers. If students find it difficult to log in, it may be as a result of use of wrong password or that the student did not register for the course. It is important to note that list of registered students are used to upload students data on the net, hence, students who did not register may not be able to log in. This process helps a lot to cub instances of examination malpractice in the area of impersonation. When students have successfully logged in, the screen displays their photographs and dialog box where they will indicate what type of examination they intend to write. It will also indicate if it is continuous assessment or examination proper. On clicking on this, the questions will begin to appear one after the other with the options. On clicking the “next” button, the next question will appear, this will continue until the last question is answered. Students have the opportunity to review their work by clicking on the “Rev” button. Students must know that the examination is timed and countdown is indicated. After the completion, students are expected to click “end” otherwise the work may not be submitted, the implication of this is that result will not be published on the portal. 4 THE ADVANTAGES AND SHORTCOMINGS OF CBT In the educational field, software products for e-testing are rapidly evolving; while they become more efficient, sophisticated and appealing for the majority of the students, the ability 114 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 of some categories of learners to effectively use them becomes more critical and even difficult. CBT system is not an alternative method for conducting examinations, but represents an important qualitative shift away from traditional methods of testing students through “objective” type as popularly called. Advantages available in computer based test does not mean that CBTs are intrinsically better than other tests methods as testing format does not affect test scores of students and as such CBT can be considered a valid and acceptable testing mode. Advantages of computer based test are numerous compared to its disadvantages. They include among others: a. immediate feedback to both students and lecturers of examination results, allowing a much more effective time management and giving planning reliability for their studies. b. the marking of examinations is fair accurate and free of errors. c. the preparation for the examination is easier and more effective, d. teachers may benefit from the tremendous reduction of time needed for the correction and administration of examinations, especially in courses with several hundreds of students. e. question database can be developed collaboratively with experts from other Universities (see http://www.echemtest.net/ as an example). f. computer can be used as a creative medium, e.g. by including simulations, video clips or adaptive questions, widens the authors didactical possibilities compared to paper and pencil. g. results stored in a database can easily be used for a statistical analysis revealing the strengths and weaknesses of the actual student population comparing different parts of the examination. Despite the numerous advantages that CBT has brought to the educational system. It still has its own shortcomings. Its disadvantages include the following among others: 1. CBT are often interpreted as pure multiple-choice tests, only suitable for the repetition of factual knowledge but not to address higher cognitive levels like understanding, synthesis, analysis or judgment. 2. the quality of examinations constricted to closed, automatically valuated questions is often seen as a didactical step backwards and as being not worthy for a higher level of academics. 3. students with insufficient computer literacy or differences in computer performance may be disadvantaged despite the expertise/understanding of such student in the course content. 4. there may be a higher risk of (e-) cheating, e.g. by hacking the database of the question items, a risk of total loss of examination data or a lower security of sensitive personal data. 5. some lecturers may be discouraged by the time consumption caused by the initial development of numerous questions with well-tested scoring parameters, subject to a laborious quality assurance. 5 CONCLUSION The acceptance and usage of CBT has clearly grown at a substantial rate compared to other mode of examinations. The strong confidence shown in the ability of CBT to deliver return on investment is a major plus to the administration. The use of psychometrics is emerging with some usage reported by Awarding Bodies. Multiple choice question usage for higher levels of learning and high stakes examinations is more widely understood and acknowledged. The development of CBT can be time-consuming, particularly the select-response methods which test knowledge such as multiple-choice, true/false. Once developed, these items are easier to maintain and administer. Select-response methods such as multiple-choice, true/false may only be a shallow measure of knowledge, but can easily cover a broad range of topics. However, before developing a multitude of technology-driven assessment tasks, it is essential 115 www.aasrc.org/aasrj American Academic & Scholarly Research Journal Vol. 5, No. 2, Mar. 2013 that the assessment designer examines the purpose and aims of the learning to ensure that the assessment is appropriate to the skills, knowledge and attitude to be assessed. Administratively, CBT assessment is easily tracked and recorded. In large classes, CBT automatically assessed multiple-choice questions offer the advantage of easy administration by the teacher and easy access by students. However, the danger in choosing the methods for their ease of use is that they may not actually assess what is intended to be assessed. Disadvantages traditionally associated with CBT such as cost and technical issues have decreased in importance as uptake has increased and technology has matured. 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