CHAPTER ONE

INTRODUCTION

1.1 Background of Study

Computer-based exams (CBE) have a number of important advantages compared to traditional paper-based exams (PBE) such as efficiency, immediate scoring and feedback in the case of multiple-choice question exams. Furthermore, CBE allow more innovative and authentic assessments due to more advanced technological capacities. Examples are the use of video clips and slide shows to assess medical students in surgery or the use of computer based case simulations to assess social skills. However, there are also drawbacks when administering CBE such as the additional need for adequate facilities, test-security, back-up procedures in case of technological failure, and time for staff and students to get acquainted with new technology.
Examination as we know is one of the best methods of evaluating knowledge and grade student’s ability understanding of what he/ she was taught in the classroom. There have been various methods used for assessing students such as projects, pencil-written examination, presentations, assignments and oral examinations. Traditional Examination refers to a formal examination administered through question papers to which students respond in the form of written answers to a limited choice of previously unseen examination questions, set in advance and answered in examination centers where invigilators (examination supervisors) 90’s, when students sat for JAMB, it was kept on a pedestal of fear for most students but today it has become a norm in our educational sector. The advantages of computers are well-known and apparent. They offer student the opportunity to improve their productivity and time management when answering questions. The standardization of test administration conditions is one of the benefits offered by computer-based testing (CBT). No matter what the tests’ population size is, CBT helps students to set the same test conditions for all participants. It also improves all aspects of test security by storing questions and responses in encrypted databases and enables testers to create randomized questions and answers from vast question pools. Moreover, offering different exam formats and the immediate presentation of different types of feedback, either to students or testers, are also some of the great advantages of CBT.
Computer based testing (CBT) or computer based assessment is seen as a catalyst for changes in pedagogical methods (OECD, 2010), It is seen as a catalyst for change, bringing about a transformation in learning, pedagogy and curricula in educational institutions (Scheuermann & Pereira, 2008). In order to establish valid Computer based testing (CBT) the international Guidelines on Computer-Based and Internet-Delivered Testing (International Test Commission, 2004) state that equivalent test scores should be established for tests using the conventional paper-based mode and the new computer-based mode. This set of testing standards is supported by classical True-Score Test Theory (Allen & Yen, 1979), which is the basis of both computer-based and paper-based testing. According to this theory, someone who takes the same test in the two modes can be expected to obtain nearly identical test scores. The result of taking pencil based examination or Computer based testing has little or no difference between them.
Training Courses such as the CCNA is the use of Computer Based Exam as a platform for testing the knowledge that students have acquired at the end of the theoretical and Hands on Skills sessions (i.e. end of course exam). Also, the use of Online examinations in the CCNA curriculum enable student to test the instant knowledge that they have acquired at the end of each chapter, which is usually done at the end of each week since a CCNA training module comprises of 9 – 11 chapters and runs for a duration of 12 weeks.
The Cisco exams have changed several times. In 2013, Cisco announced an update to its certification program that “aligns certification and training curricula with evolving industry job roles” (Cisco Technology News Site, 2013). Bobiles (2016) reviewed that ‘there are now several different types of Cisco-Certified Network Associate, with "CCNA Routing and Switching" being closest to the original CCNA focus; other types of CCNA focus on security, collaboration, data centres, service providers, video, voice, and wireless’.

1.2 Statement of Problem

The challenges faced with International Training Certifications is that the organizations that issues this certificates adopts a medium whereby its various Training Centres spread across the globe, subjects their trainees to a centralized online examinations platform; in which the performances of the trainees in these centres can be tracked and monitored. For that reason, the Training Centres are mandated to provide internet access to the students which lead to huge budget for data subscriptions.
It has been observed that these Regulatory Bodies, do carry routine maintenance on their online examination platform which may sometimes lead to up twelve (12) hours downtime; prompting the Training centres to reschedule their examinations to a later date leading to the discouragement of students who have extensively prepared for the exam. Also, most of these Online Training Exams contain recycled questions that have been made available in various websites – prompting to a high level of malpractices.

1.3 Aim and Objectives of Study

The aim of this project is to design and implementation computer based examination system

1.4           Objectives of the study

1. Provide a friendly, easy to use examination platform for students.

1. Reduce the level of examination malpractices and improve the credibility of the examinations
2. Provide a real-time processing of results with notifications via SMS and E-Mail at the end of the examination session.

1.5 Scope of the Study

The study covered the design and implementation of a computer based examination system. This system would enable the Training Centre to administer customized questions during examinations and provide access to offline materials.
The limitations of the system to be designed are as follows

1. This Examination system is designed for Educational Institutions (like schools, universities and training centres)
2. The system supports only multiple choice questions.

1. The system would enrol users using the internet before they can use it.

1. The subscribers of MTN and Etisalat Network would not be able to enrolled in the system to the Do Not Disturb (DND) service incorporated by NCC.

1.6 Justification of Study

Due to the challenges, which have persisted in the Cisco Networking Academy online examination is that is been done in the Cisco Official website, the justification for this work is as follows:

1. The online examination platform could not handle the problem of exam malpractice as the questions are found in various website due to inability of the International Training Organization to recycle their questions duly.
2. To save cost of constant purchase of internet data subscription and also save time and human labour of strolling around the exams to fixed problems that arise due to internet connectivity.
3. To provide students with a copy of their results at the end of exams either via SMS or E-mail notification.
4. To provide students with relevant study materials and resource without the need of going to the internet to search and download them.

1.7 Definition of Terms

This defines terminology specific to the problem domain, explaining terms, which may be unfamiliar to the reader of the use-case descriptions or other project documents. The following are the definition of terms used in this project work including acronyms and their meaning:

1. Examination: A test to show a person’s progress, knowledge or ability, it comprises of some question and multiple choices answer.
2. Student: A person who has an account on the computer based online examination platform.
3. Administrator: A person who manages the operation of the computer based system.

1. Guest: A person who has not registered an account in the computer based examination system.