[id] => 88
[recorddate] => 2007:01:14:15:59:13
[lastupdate] => 2007:01:14:15:59:13
[type] => conference
[place] => Varna, Bulgaria
[subject] => chemistry - physical; education - evaluation; education - management; education - methodology; education - policy; education - training; informatics - web programming
[relatedworks] => N/A
[file] => ?f=88
[mime] => application/pdf
[size] => 320943
[pubname] => Third Humboldt Conference on Computational Chemistry
[pubinfo] => InnosLab Ltd.
[pubkey] => ISBN 954-323-199-0 & 978-954-323-199-7
[workinfo] => p. 94, June 24-28
[year] => 2006
[title] => Computer-Based Testing in Physical Chemistry Topic
[authors] => Carmen Elena STOENOIU, Lorentz JÄNTSCHI, Sorana Daniela BOLBOACĂ
[abstract] =>
Purpose: Computer-based testing is use all over the world in many academic fields being considered an efficient and effective end-of-course evaluation methods comparing with classical written examination. The aim of the research was to develop and implement a computer-based testing methodology and to evaluate its effectiveness on the academic performance of third year student at Technical University of Cluj-Napoca.
Methods: The information discussed at courses and laboratory classes were transposing into multiple-choice questions and were included into an MqSQL database. The interface of the computer-based testing was created by the use of PHP programming language by integration of the multiple-choice questionnaire with the score methodology. The testing methodology includes: the place of the exam (at the test center, room C414), the type of examination (tutor assisted; thirty multiple-choice questions choused randomly from a total number of three hundred; checking out a radio-button correspondent to the correct answer), the impossibility of giving up after the test begin, and the score methodology (the correct answer coefficient - Cca, the coefficient of time - Ct, and the testing score - 10*sqrt(Ct*Cca)) and was assess on a sample of forty-two students. The students had the possibility to use the testing environment as many times as they consider being opportune.
Results: The number of testing varies from one (seventeen students, almost 40%) to seven (one student). The coefficients obtained to each testing were included into the computing of the final mark. The average of the mean of correct answers coefficients was 1.16 - 95% CI [1.01, 1.32] - for the whole sample, 1.13 - 95% CI [0.83, 1.43] - for female students and 1.17 - 95% CI [0.98, 1.36] for male students. The average of the mean of the coefficient of time was 1.34 - 95% CI [1.14, 1.53] - for the whole sample. No significant differences between the performances of male and female students on testing coefficients or testing scores were observed (p > 0.05).
Conclusion: This study demonstrates that the proposed computer-based testing methodology can be a real solution in end-of-course evaluation in Physical Chemistry, providing a less subjective and a less time consuming assessment method.
[keywords] => Students assesment; Online system; e-learning; e-evaluation