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35,247 results

51. Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

Author

Pablo-Jesús Marín García, Alberto Arnau-Bonachera, and Lola Llobat

Subjects
remote E-exams, higher education, veterinary medicine faculty, COVID-19, scores, Education
Abstract

The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

Published
2021
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52. Ethics of Collaboration: Comments on the AUCCCD White Paper

Author

Lee N. Keyes, Jon Brunner, Paul D. Polychronis, and David L. Wallace

Subjects
Medical education, Higher education, business.industry, education, Mental health, Psychiatry and Mental health, Clinical Psychology, White paper, Center (algebra and category theory), Organizational structure, business, Association (psychology), Psychology, health care economics and organizations
Abstract

Recently, the Association of University and College Counseling Center Directors (AUCCCD) published a White Paper on a multidimensional understanding of organizational structures for counseling cent...

Published
2019

53. Indirect Coercive Transfer and Educational Copying under Dictatorship: The Case of Tunisia

Author

Jules, Tavis D. and Bouhlila, Donia Smaali

Abstract

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia's former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali's government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people's integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia's higher education policy discourse. Theoretically, we seek to advance the literature of indirect coercive transfer by concluding as to the different factors that should be considered in North-South policy borrowing and transfer.

Published
2018

88. Question paper generation through progressive model and difficulty calculation on the Promexa Mobile Application

Author

Omkar Pimple, Vidhi Kapoor, Rishabh Singh, Prathamesh Churi, Rishabh Reddy, and Devansh Timbadia

Subjects
Mobile based test, Question, Relation (database), Higher education, Computer science, Cheating, Progressive model, Library and Information Sciences, Field (computer science), Article, Education, 0502 economics and business, Mathematics education, Grading (education), business.industry, Online test, 05 social sciences, Educational technology, 050301 education, Test (assessment), Action (philosophy), Question paper, 050211 marketing, business, 0503 education, Difficulty
Abstract

Mobile learning has been increased in past years and has attracted the interests of academicians and educators in the past many years especially in higher education. The mobile-based online test is the buzzing in the current pandemic time. Institutions need to use online learning as a powerful tool for conducting exams and assess the students effectively. Integrating technology in education can be advantageous for universities and help engage better results for students. Therefore, it is important to understand each student their capacities and create a different test based on the required difficulty. Students should be graded based on their capabilities. The purpose of the research study is to develop the progressive model with the calibration of difficulty level according to the student capacity. To achieve the goal, a test of 20 python questions was conducted on 120 students with each question having difficulty given by 8 field experts. To verify the model, 5 categories were formed with different difficulty levels which in turn gave satisfactory results. To find a relation between the initial difficulty and the calculative difficulty based on the student response, a correlation test was conducted. After careful analysis of the question difficulty and student responses, it was observed that both are highly dependent on each other wherein the difficulty level of any question can be calculated using incorrect answers. The correlation coefficient obtained between them was 0.9833. Upon collecting the difficulty of the questions and student responses, respective grading could be done using the stated formula. Later on, the progressive model was simulated with five different cases (Best case, above-average case, below average case, the average case, worst case). The model outperformed in all the cases with appropriate difficulty levels. Online Tests have ushered a revolution in the assessment of students but yet they tend to be unpopular in India as the evaluation based on pen-paper approach is preferred. The main reasons for this are difficult to grade everyone at the same level, susceptible to cheating, and transition to open books. Using our study, universities can identify obstacles, and prepare an appropriate result-driven plan of action for implementing the mobile-based online test and make easy migration from paper-based test to online test.

Published
2020