TROPICAL JOURNAL OF BIOMEDICAL AND ALLIED SCIENCES RESEARCH 4(1)2010

Eliminating Examination Malpractice in Africa with Automated Test Taking, Marking and Result Printing.
Received: Jan 27,2010: Accepted: April 15, 2010

Atabong1, T. A. , Okpala1, M. C., Abondem2, A. L. and Essombe1, C. E. 1. Department of Computer Science, Madonna University, Elele Campus, Rivers State, Nigeria. 2. Bernes Jewish college, Goldfarb School of Nursing, Missori (On leave in Nigeria).
* Corresponding author: Email:timedith@yahoo.com+12404292673.

Abstract In Africa, examination malpractice starts from the primary schools mostly caused by teachers at this level and gradually extends to secondary schools and colleges. In the University, those students who have successfully practiced examination crimes in secondary schools without being caught see it as the only way they can survive in an examination. One of the main reason is that in Africa, primary, secondary and tertiary examination system is manual. A way forward for the eradication of this malpractice in examination is the implementation of an automated test taking, marking and instant printing of results. In this work, the automated test taking system is analysed, designed and programmed. This program captures all questions by the lecturers and stores them along side suggested answers for multiple choice questions and direct answers for structuralblank questions. An examinee registers for an examination in a process where his face is automatically scanned and printed on his registration slip. In the process of taking the examination, the face of the candidate is also automatically scanned and printed on his result report. At the end of the examination, the system publishes the result of the candidate as a report showing all the courses the candidate took and his detail performance including grades and rank depending on the number of candidates who took the same examination. No interference of candidate, examiner or administrator is possible during and after the examination.

Keywords: Test taking, Examination malpractice,structural questions

INTRODUCTION

Examination should be the true test of the knowledge gained in any educational institution, but the approach that is being used to set, work and manage this test of knowledge has made it relatively uncertain that examination is a true test of knowledge (Balongun,1995). Such examination should
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undoubtedly gives with sufficiently detail a clear analysis about the students progress in different areas of concentration (Federal Ministry of Education, Science and Technology, 1985; Fagbemi, 1998). Organisation of examination should be given a second thought during this era where the use

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Atabong, T. A., Okpala, M. C., Abondem, A. L. and Essombe, C.E. (2010):4(1):452-469

of computer in managing day to day activities of individuals and establishments is spreading more than a wild fire in the Savanna desert during the dry season (Amar and Mohini, 2009; Atabong, 2008 ). Adapting to the accuracy and efficiency offer by the computer to the taking and marking of examination will yield a clean sheet which will be seen as an examination white paper (Rekha, 2004; Xingbao and Yunming, 2007). The true test and analysis of a student skill can best be acquired in an unbiased situation (Ojerinde, 2004). Since naturally, ninety percent of the world population is bias, a computer installed with smart software is the only way forward to eradicate unbiasism in education according to this research. Methodology A structure system analysis and design methodology (SSADM) was used in this research to study the manual system and design the ATRAMS smart software which is proposed in the research (see Gray et al, 2003). With this methodology, a comprehensive study of the manual system is a sine-qua-non to the development of the computerized system. The objective of this method is to provide an accurate, uninfluenced method of examination taking and marking that will be unbiased in grading students. This system will equally provide, quick registration, quick and accurate result publication. Privacy is also guaranteed, since

an individual can access only his or her result. Another aim is to design a system that will be relatively fast in processing data since the manual system is comparatively slow. This system will be developed to ensure that the entire drawbacks that comes with a manual system is eradicated. It provides sufficient history based on past and present events of examination. This system will goes far beyond providing features for the feature, it will be seen as a model for future benefits. Consulted systems A number of systems were consulted in order to get a blue print of the system which will work no matter the situation. These consulted systems could be categorized into manual and automated. The manual system consulted include; an existing Madonna University examination system at the examination and records department of the university at Okija as well as at Elele campuses, the Nigeria examination system, Cameroon examination system, JAM, WAEC and GCE. The computerize systems consulted include, GRE, TOEFL, TSE and many others which will be reviewed in the analysis of these systems. Analysis of Consulted Systems To understand the problems of manual examination system we take a look a general examination system as presented in self explicit Amar and Mohini (2009) flow diagram in Figure 1 below.

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Problems with manual examination taking Misinterpretation of resources, weather processing of result thereby making results human or material, has a great effect on a inaccurate. Situations have arise in nation socio-political and economical examination boards where names of candidate development (Annam, 2010). were exchange with their registration In the following paragraphs we present numbers, wrong grade point average problems which have been linked with manual calculation and a candidates attestation and system of examination taking and marking certificate having different results (Burstein, and Marcu, 2003). classified into Data management problems and Malpractice Problems. Result documentation: Documentation of results of past written test is hardly 1)Data Management problems done properly and may not be saved Typographical and wrong calculations: Lots for use over a given period of time. of errors were unavoidably generated in the This is because the space required to manual system especially during marking and store papers grows with time and
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therefore may not give room for proper organization of results and in this case, results will not be retrieved easily. Data security: The data is not secured unlike the database management system which gives a better security to data in the base. They can define authorization procedures to ensure that only legitimate users can access the database and can allow users to have different levels of permission (Gray et al., 2003). Data items are unnecessarily duplicated in multiple places. Even where some duplication is desirable for performance reasons, management of these duplicates is not guaranteed since there is no control of redundancy. This occupies space and encourages data corruption. In a manual examination system, inconsistency cannot be totally avoided in the sense that data is kept in different bases. The manual system takes time to publish result after Test Taking. This is because the marking is done manually and definitely consumes more time. Compilation also delays the process of publication of results due to difficulties in searching candidate records. Students from different areas have to visit university record department for every query regarding filling up of examination application forms, examination date, results and syllabus thus wasting his/her precious time and money. Students have to wait for in long queues to take examination forms, deposit examination fee and to get know the status of their results. Even sometimes, they cannot take admission in higher studies outside the state.

The manual examination system leads to errors, more time consumption, inefficient and wastage of valuable resources. There is repetition of work in the existing system, the same data is written again and again by different branches. In the manual system universities have to spent lots of naira for preparing results. In existing system, managing of students record is very tedious. Searching of students records in manual registers, maintaining of records and reconciliation etc. are very time consuming. In manual examination system, there is no check on the secrecy and tempering of students records. Sometime fake degrees are prepared thus degrading the image of universities and examination boards. In existing system whole data of students are stored in papers, registers, as record is increasing yearly, the registers are piling up and sometimes we may see the staff sitting on these registers for long duration checking results. 2)Examination Malpractice Many have defined examination malpractice but what is clear is that it is a wrong way of succeeding in an examination (Nwana, 2000; Odongbo, 2002; Awanbor, 2004; Makoju et al., 2004; Maduabum, 1998; Homby, 1995; Balogun, 1999; Ojikutu, 1987; Olumero, 1992; WAEC, 1994; Adamolekun, 1998). Examination malpractice seems to be the greatest problem of a manual examination system in Africa (See Annam, 2010; Oyechere, 2010; Annam, 2005; West African Examination Council, 1994). To start with, Examination malpractice has lead to fallen education standards in almost all the countries in Africa (Yakubu, 1998; Olumero, 1992; Harcout et al., 1997). It has become
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institutionalized, involving students, lecturers, and non-academic staff (Annam, 2010; Edokpa, 1998; Abdulkareern and Alabi, 2004). It has become a business operated by a Mafia leading to serious dangers to those who wants to stop the benefactors of these business from continues profit while unfortunately, our schools are living in a state of denial (Ene and Ursula, 1998; Balogun, 1999; Oladunni, 1995;Annam, 2010; Adegboye, 1998). It has also been described as a cankerworm (Yakubu, 1998; Edokpa, 1998). The history of examination malpractice can be date before 1977, since in the early 70s mass

cheating was first perpetrated in WAEC examination (Ojikutu, 1987). It has become a national problem starting from primary schools to tertiary institutions (Ezema, 2001; Eweniyi, 2002 Abdulkareern and Alabi, 2004;Oredein, 2004). Abdulkareem and Alabi (2004) explained that Examination malpractice is as old as examination itself but however the rate at which examination malpractices occur in the Nigerian educational system in recent time is highly disturbing. It therefore needs prompt attention by all stakeholders.

Government actions towards examination malpractice legitimately or illegitimately. In recent times, Of recent, stake holders have been have been most government have linked the occurrences brought in to fight against examination of examination malpractice assuming malpractice in many African countries. For alarming trend to candidates' fear of failure, example, The National Policy on Education lack of confidence, laziness, inadequate (FGN, 2004) stipulates that there is need for preparation and most often their inability to functional education for the promotion of a apply themselves to their studies. progressive and united Nigeria and in this Monetary wise, APA, Abuja (Nigeria-NGO) light, Gbenga(2004) observes the implications have announced that 429,000 examination of examination malpractice. To this end, he results were cancelled yearly, translating to argued that school programmes need to be $140 million in costs, an indication of relevant, practical and comprehensive; while increasing cases of malpractice in the conduct interest and ability should determine of examinations by five examination bodies in individual direction in education. If the school Nigeria. In addition to direct cost, APA, is to system is able to determine individuals deploy 16,000 officers of the Nigerian direction in education, then we can say that Security and Civil Defence Corps (NSCDC) the school is effective. to provide security against malpractice during The government of Ghana has organized the Aprils entrance examination for 1.4 many seminars to inform perpetrators of this million candidates seeking admission to act the effects of this bad practice to the tertiary educational institution in 2010 country education system and the socio (Oyechere, 2010; APA, 2010). economic development of the Ghana (Annam, In 2004, DRS announced that the Cameroon 2010). Annam (2005) had emphasized that, General Certificate of Education (GCE) Board although examinations are not the only placed an order for the first ever instrument for assessing and evaluating PhotoScribe PS900 scanner to be used in knowledge, it has emerged as the major Africa. The PS900 latest in the range of DRS established yardstick and the most practical sophisticated data capture technology and are way of assessment. He did inform that the used by the Cameroon GCE Board to not only over-dependence on certificate as the key to record and process student registration forms, employment has, led to a crazy rush by most but also to capture high quality digital images people to try and acquire certificates either
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of the registered students and ultimately help to prevent examination fraud and student

impersonation (Rekha,2004).

Thecomputerizetesttaking,Markingandresultspublication

In the early 1990s administrators of standardized tests began offering computerized examinations. Computerized tests adapt to the skill level of the individual test-taker. Each correct answer given by a student is followed by a more difficult question, and incorrect answers are followed by less difficult questions. The more difficult the question, the more points the student can score. Besides adjusting questions to a students performance level, the computerized test calculates an immediate score and allows students to instantly transmit results to institutions of their choice (Carlo, 2007; Encarta, 2009). In computerized examination taking and marking system Grading of the student is done immediately. Computerized Assisted Assessment (CAA) is defined by Sims and Colleagues (CBurtein and Higins, 2005). Carlo (2008) defined a computerized test as the use of computers to deliver, mark and analyze examinations. While this definition is wide enough to cover both restricted responses and supply items it also explains in brief what these tests are. For restricted response items, such as multiple choice examinations, structural response questions, distracters and correct answers as well as feedback can be predefined. These examinations were used for both formative and summative purposes, and once setup, can be used by student independent of teachers involvement. According to Carlo(2008), CAA tools for this type of assessment are readily available, yet barriers still exists regarding the time required to master the tools, the skills needed to write good assessment. While computers are excellent at judging restricted response questions, they perform very well when the answers are supplied by students in a word or

two but not exceeding five words. The computerized way of accessing examination has over the years served as a bridge between the erroneous result produced by the manual approach and the desired result of any examination grading system. Assessment should be student centered to enable meaningful and relevant learning experience (Burstein et al, 2004). Meaningful and constructive assessment need to challenge students to think critically and should encourage students learning and directs student effort (Burstein et al., 2003). The true test of knowledge gave birth to the writing of examination and the accurate test of this knowledge has given birth to an automated way of testing, marking and publishing examination. Support for Testing /Assessment using specialist software Dedicated application provides lectures with more specialized support than any generic software. Specialized software like Grade Mark, ReMark, Marking and WebCTConnect are geared towards processing any on-going examination marking exercise in an accurate manner. All these tools posse a form of scoring and grading rubric, which are available in the desired context. In tools like Grade Mark and ReMark, specialized symbols can be attached to the examination to facilitate marking and grading. Most of the well designed tools like ReMark automatically create summary sheet for each student (Burstein et al (2004). Other testing software worth mentioning are; CDF (528), GRE, TOEFL, TSE, TRE, ITS (Creative Technology, 2006; Turnitin.com,2006; MyDropBox,com.; Massey University, 2006;GRE, 2009).

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Over the years, critics of standardized testing argue that the tests do not account for differences in social and economic backgrounds among test-takers (Olaseinde, 2004; Olaseinde, 1993). They also argue that the examination do not accurately assess the scholastic performance of female students and the handicaps. Due to malpractice in examinations, females consistently earn higher grades on average than males in both high schools and colleges in Africa, but their average scores on standardized tests are lower (Adamolekun, 1998). Therefore, some critics claim that the emphasis on high test scores encourages schools to teach only the material likely to be covered in the tests rather than provide a comprehensive education (Carol, 2007). Supporters of standardized tests maintain that test scores provide a valid measure of academic aptitude and offer a reliable way to impartially compare students from a variety of social and educational backgrounds (Kaplan et al., 1998; Carol, 2007; Xingbao and Yunming, 2007). The GRE Research committee expressed interest in the psychometric and practical issues that pertain to the assessment of writing ability. This paper presents not a new study but a review of major research in light of GRE Board concerns (GRE, 2009). Specifically, scholarship and information form established programs are used to investigate the nature and limitation of the manual grading system, the statistical relationship of performance of these type of test, the performance of population subgroups on each kind of task, the possible need of different discipline test composition skill, and the cost and usefulness of various strategies for evaluating writing ability (Carol, 2007; Leacock and Chodorow, 2003). Eventhough there is an increase cry for computerize examination system, considering that many such system have been development and mindful of the fact that examination system is one of important components of online education, the
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technology of developing online examination system in particular and computerized examination in general is still not satisfactory (Xingbao and Yunming, 2007).
Benefitsofthecomputerizetesttaking,Marking andresultspublication

The benefits of a computerize examination system extend from closing the drawbacks of the manual examination system to improve reliability on a country educational system and man power development. Total Computerisation of the examination system will facilitate in integration of all academic departments, Faculties, schools, examination centers of the past and present examinations under one canopy. There exist rapid and immediate response, grading and scoring in which what you know is what you get (wykiwyg). It will improve the efficiency of the workforce who in turn carries out many operations manually. The invigilator is also not given the opportunity to influence the ongoing, past or future examination. The privileges of an invigilator is minimal. The new system will streamline the procedure for collection of examination fees, issuing receipts to large number of students and keeping a track of cash flow. With the adoption of new system, there will centralised, secure and robust database of the candidates appearing in the examination without duplication of records. In a networked environment system different units of the examination wing are connected so that all these are able to share up-to-date information

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without redundancy of database at various stages. It will bring improvement in quality of services being provided to the students, departments examination centers and administrations by introducing computerised window system and online availability of information to those concerned. There will be less human intervention (as much as possible) in result processing by automating all the concerned activities. It will stop buying and selling of questions before the examination since the systems randomly selects the question for each examination following their priorities and weight. The complete Computerisation of Examination System will lead to effective monitoring of Examination Process by the concerned authorities. The digitalization of the candidate photograph which will be printed on both the examination slip and the issue result report will during test registration and test taking will eradicate impersonation in examination exercise. The Computerised Statistical Analysis of Data will facilitate the management to see trends in result at various levels.

Management Information System (MIS) reports will facilitate the Top Level Management to make strategic decision in favour of the institution and students. The use of Relational Database Management System for storage of students data will helps in minimizing the redundancy in database in addition to maintains consistency, integrity and security of data. Once the students data is in the centralized database, lots of academic benefits can be drawn in terms of the statistical analysis of the results belonging to different faculties, courses, social groups, colleges (private/government) and different area of the state and the country. Such data can be made available to the research students within and outside the university for further research and recommendations. The processed data can be made available on web site of the University for Out-station Students to minimize the number of quarries at counters. The student is not given the opportunity to influence the time, environment and outcome of the examination.

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Processing framework of the automated system

STUDENT REGISTER EXAMHALL EXAMHALL INV.
VERIFY RECOR DS

DIRECTPROCESSING CENTRAL DATABASE SYSTEM INV. ADMS INV.

INVIGILATINGSTUDENT DIRECTPROCESSING DIRECTPROCESSING EXAMHALL INV. EXAMHALL

INVIGILATINGSTUDENT

Figure 2: Flow diagram of automated test taking and marking.

Design of automated test taking, marking and result printing system (ATRAMS). Step 1: Personal profile The candidate logon to the system and create a registration profile. The basic personal data of the candidate is keyed into the system at this point and a Pin number is generated for the candidate. The Pin will be required during the writing session of the examination. Figure 3 shows a sample design of the personal profile form.

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DESIGN OF INPUT INTERFACE

REG NO

REGISTRATION

FIRSTNAME STATE CITY SEX

MIDDLENAME

LASTNAME

PHONE NUMBER EMAIL DOBFigure 2 ADDRESS PIN

Figure 3. Registration form Step 2: Registration of courses to take in the examination The candidate registers for the courses to take in the examination by systematically storing all these courses. At the end of the courses registration, the candidate is requested to look on the camera for his face to be snap. This snap shot is display on the preview screen of this examination registration form. At this point, the candidate can print the registration details on an examination slip for verification during examination taking. This process of instantly snapping a candidate after completing the last information on course registration was absent in all the computerized examination system consulted. Most system will require a scan of a paper photograph and some others did not need any photograph at all such as GRE and TOEFL. Figure4 shows the course registration form.

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RegNum: Exam: ExamCode: Date: Time:

EXAMREGISTRATION

PICTURE Print Register

Adminstrator: Payment:

Figure4: Examination registration Step3: Printing of Examination slip The examination slip is printed showing all the courses registered by the candidate with his picture on the slip. A number of examination board consulted also print the pictures on the slip but however, the records were entered from manuscript by board officers and not directly into the system by the candidates and the pictures where scanned which in most cases makes the image poor. Step 4: Examination taking During this step, the candidate is required to logon the pin number in order to enter the examination hall provided by the system. A photograph of the candidate is taken after the logon exercise. This photograph will be printed on the result report after the examination. The candidate will then select a course to start with. The questions for the particular test will be displayed one after the other for the candidate to answer. As soon as the questions are completely answered with the maximum duration been that specified by the examiner, the exam stops and the student see his performance instantly. Figure5 shows a layout of the examination hall.

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EXAMINATIONHALL WRONG CHOICE EXAMTITLE

LOGGED IN

CORRECT CHOICE EXAMCODE

QUESTIONID

QUESTION

ANSWER 1 ANSWER 4 ANSWER 2 ANSWER 3

OPTIONS

NEXT

Figure 5: Examination hall. Step 4: Marking Exercise Immediately a student answers a question, the question is marked by the system instantly and store. The student will however not see the result until after all the questions have been answered. This marking depend on the type of questions asked. Figure 6 represent a sample display of multiple choice making process.

DATE EXAMID EXAMID PERIOD PERIOD CHOICE CHOICE STATUS STATUS CORRECT CORRECT WRONG WRONG

TIME EXAMTITLE REGNUM EXAMTITLE REGNUM

QUESTIONID QUESTIONID

Computerized Examination Taking and Marking 2009

Figure 6: Marking form.

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Structure-blank question requires the candidate to type in a correct word or phrase representing the answer of the question. In this case the no options or answers are given
Typeinyouranswerhere>> QUESTIONID EXAMCODE
LOGGED IN

but a text box for the candidate to type the correct word or phrase. An exemplary form is shown in figure 7.
EXAMINATIONHALL WRONG CHOICE EXAMTITLE

CORRECT CHOICE

QUESTION

NEXT Computerized Examination Taking and Marking 2009

Figure 7: Structured blank question hall. Long Structure and diagrams evaluation In the marking of long structured questions, emphasis is on the length of the response, the keywords in the response and grammatical tenses and the number of similar words find in the response and the correct answers. All the parameters in the marking of these questions are submitted by the examiner during entry of questions. In question requiring diagrams, the space for the diagram is provided and the candidate will directly draw on the space using a smart input device. During the marking process, the physical features of both
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diagrams are compared and judgment is given on the degree of equivalency of both diagrams. A 100% equivalence gets all the points, while 50% gets have of the points for the diagram. In the marking of technical examination involving structures, the space for drawing of the structure is provided and ones the student draw a structure, on the drawing board, this structure is immediately converted to an equivalent structure based on the subject matter. Arithmetic and mathematics exercise are equally handled with a lot of care to make sure that the

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candidate is neither penalized nor award wrongly. Step 5: Result Printing. At the end of the test taking exercise, the user may either print his scores instantly for that course or decide to wait until all the examination he registered for is over. In case two, all his scores in all the examination he

register for and took during the examination session, will be printed on a single report with his photographs. Processing of data in ATRAMS A keen issue in ATRAMS is to produce accurate results. As a result we summarize the overall system design flow chart in figure 8 below..

START

Not yet registered

DISPLAYSWELCOME

LOGIN REGISTRATION MAINMENU

FILE

EVENT

HELP

SIGNOUT

EXAMREGISTRATION

ABOUT

EXIT

EXAM FIXTURES

CREDIT

HELP

Figure 8: Overall system view showing the menus and sub menus. Even though figure 8 shows the overall system design flow chart, more of the structure and capabilities of this automated process can only be seen in a demonstration of the software on request. Both public and private establishments are requested to place an order for the system using the online contact of the corresponding author.

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Conclusion This software under a series of test has actually achieved its aims by overcoming the shortcomings of the manual system, such as delay of result publication and examination malpractice. The system provides the necessary conveniences for both the Administrators and local user. Its implementation has been proven beyond reasonable doubt to meet its aim and objectives. Due to the unreliability of the manual system, it is recommended that the manual system be eliminated as the implementation of automated test taking, marking and result publication will take care of all the loop holes the manual system has failed to cover. Students should be taught the basics of computing so as to make them familiar with the operations of a general purpose computer. However, the limitation of this system is on the acquiring of the computers and peripheral devices for its effective implementation to institutions since the number of computer should be proportional to the number of test takers who register for the test. However, this limitation is overcome by the fact that examination is a key to the socio economic development of the government and both malpractice and delay of results publication have actually been proven to waste a lot of resources which can be used for the acquisition of the necessary devices required by this system.

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