Abstract
This study is on the prospect and challenges of computer base test in conduct of UTME. The total population for the study is 200 staff of JAMB, Abuja. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up directors, administrative staff, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
CHAPTER ONE
INTRODUCTION
- Background of the study
All formal education; whether traditional face-to-face type or e-learning is subjected to a form of assessment at the end of the learning period. Evaluation, test, assessment, or examination is a term synonymously used as a measure of the level of knowledge acquisition by the trainees at the end of their learning period. According to Emaikwu (2012), examination as part of evaluation in education is aimed at determining a learner’s level of skill acquisition or intellectual competence and understanding after a given period. Ojedele & Ilusanya (2006) cited in Ogunlade et al. (n.d) defined evaluation as a way of assessing a system in order to make a declaration on the outcome of that system. Again, Joshua (2004) identified evaluation as a systematic collection of information for use in judging the worth of a programme, product, procedure, or objective; or the potential utility of alternative approaches designed to attain specific objectives. Onuka (2006) classified evaluation into two main types: formative and summative evaluation. Formative evaluation is the assessment during the developmental stage of a programme or in the course of teaching and learning for the purpose of guiding and assisting a programme to achieve its objective. Summative evaluation takes place at the end of a programme. Summative evaluation according to Obemeata (2005) cited in Ogunlade et al. (n.d) provides evidence to judge the success or otherwise of a training programme Evaluation of students could be by the traditional paper-based test or through computer-based test. The predominant mode of testing students in Nigeria’s educational system is the paper-based test. In this mode, students answer questions presented to them using paper and pen. Paper-based test (PBT) in Nigeria is characterized by different forms of examination malpractices such as bringing in unauthorized materials, writing on currency notes and identity cards, spying of other candidates in examination hall, substitution of answer sheets and change of examination scores or grades. Others include; impersonation, leakage of questions to students before the examination, connivance with supervisors and school authorities to cheat, body writing or tattoo in which students especially females write on hidden parts of their bodies (Ogunlade et al., (n.d); Abubakar & Adebayo, 2014). Computer-based test is the use of computers to administer tests. Other terminologies used to describe ComputerBased Test (CBT) include Computer Assisted Testing (CAT), Computerized Assessment, Computer Aided Assessment (CAA), Computer Based Assessment (CBA), Online Assessment, Web-Based Assessment, Technology Enhanced Assessment, Automation Assessment, and E-Assessment or Test or Examination (Mubashrah et al., 2012; Obioma et al., 2013; Alabi et al., 2012). Computer Based Test means the candidate sits in front of a computer and the questions are presented on the computer monitor and the candidate submits the answers through the use of keyboard or mouse (Ogunlade et al., n.d). Automation of educational assessments, be it school-based assessment or other public examinations, can be described as the application of technology for the assessment of learning outcomes; using machines to perform those operations which hitherto was performed wholly or partly by teachers or employees (Obioma, et al., 2013). Alabi et al. (2012) described computer based testing as a method of administering tests in which the responses are electronically recorded, assessed, or both
During the past few years, technology has significantly reshaped the method of assessment. In many academic domains, educational measurement has been moving towards the use of computer based testing (CBT), defined as tests or assessments that are administered by computer in either standalone or dedicated network, or by other technology devices linked to the internet or world wide web most of them using multiple choice questions (MCQs). Computer based test systems have enabled educators and trainers to author, schedule, deliver, and report on surveys, quizzes, tests and exams There are two main types of computer based testing. The most familiar type is where candidates fill in their responses on a paper form, which is fed into a computer optical mark reader. This reads the form, scores the paper, and may even report on the test reliability. The second type of computer based testing is where computers provide an assessment interface for students: they input their answers and receive feedback via a computer (Jimoh, AbdulJaleel, & Kawu, 2012). Computer Based Test (CBT) is not just an alternative method for delivering examinations; it represents an important qualitative shift away from traditional methods such as paper-based tests. Despite these advantages available in computerized test administration as it was shown that, it does not mean that CBTs are intrinsically better than paper-and-pencil tests. Previous study by have even found that testing format does not affect test scores and as such CBT can be considered a valid and acceptable testing mode.
Computer Based Test (CBT) is grouped into linear/fixed CBT and adaptive CBT. Linear and fixed computer based test, most similarly to paper-based testing is the random method which can be used to administer a fixed set of items to provide a modest test security benefit. Alabi et al., (2012) defined a linear CBT as a full length examination in which the computer selects different questions for individuals without considering their performance level. In CBT adaptive testing, when an examinee answers a question correctly, the next test item has a slightly higher level of difficulty. And the difficulty of the questions presented to the examinee continues to increase until a question is answered incorrectly. Then a slightly easier question is presented. Alabi et al. (2012) further explained that in a computer adaptive test, each test-taker receives questions that are at the level of difficulty for his or her ability. After each question is answered, the computer uses the answer and all previous answers to determine which question will be presented next. This means that different test takers, even in the same hall on the same day will receive different questions. With this approach; collusion, giraffing, and many other forms of examination malpractices will be eliminated using CBT technique.
- STATEMENT OF THE PROBEM
JAMB is not left behind in this area of development as since 2015, the institution has been practicing the computer based testing in conducting examination. This system saves time for the lecturers handling the examination and consumes less energy on the part of the ICT staff that assist in administering the examination. The system encountered few problems at the first stage of the examination, just like any test run of a new product that gets into the market. But the staff of the various ICT centers has been able to identify some of the initial problems it encounters beforehand and ready at any moment to provide immediate solution. Most of the challenges encountered which are generic will be discussed in this study.
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