Bsc Final Year Project-Teachers CBT Testing Centre Application

7/23/2019 Bsc Final Year Project-Teachers CBT Testing Centre Application

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UNIVERSITY OF HERTFORDSHIRE

ModuleCode: 6COM 1006/6COM 1007

E-learning Applications Design & Development

(Semester B 2010/11)

Project Report

Teachers CBT Testing Centre Application

Rennie Ramlochan

09280653

25-09-2011
http://www.go2pdf.com/


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Abstract

The main objective of the project recorded by this report was to produce a computer basedobjective test capable of satisfying a set of pre- identified advanced objectives relating to e-assessment. As a result of the literature review, a set of advanced objectives for a computerbased test are identified. These are focused around the principles of the Formative AssessmentModule of the Web-Based Assessment and Test Analysis system (FAM-WATA) and designed tomake the objective test a more active experience for the student.

The report continues by detailing how these advanced objectives were combined with a set offunctional and non-functional requirements. The report made subject of the analysis and design

process, using persona and use case techniques, before being designed, built and deployed as acomputer based test application; utilizing ASP.net, Vb.net scripting and a Microsoft Accessrelational database.

The conclusion of this report shows to what extent the advanced objectives were met by thedeployed application, lessons learnt from the research and areas where the deployedapplication could be improved.


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Acknowledgements

This project could not be completed without the support of a number of persons. I wish to takethis opportunity to thank:

Almighty God for keeping me going for the duration of this project. MyParents Cynthia Ramlochan and Gandhi Ramlochan. CTS CBCS for providing the right environment to support learning. Our ASP.NET tutor, Vijay Ramkissoon for his guidance. My girlfriend Jaya Singh for her understanding and patience during the duration of the

project.


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Table Of Contents

Abstract 2

Acknowledgements 3

Introduction 7

Background 7

Proposed Solution 7

Project Objectives 8,9

LiteratureReview 10

E-assessment overview 10Advantages of E-assessment 11

Criticism of E-assessment 12

E-assessment categories 12

Question type categories 13Focus on Objective testing 14

Advantages of Objective testing 14Disadvantages of Objective testing 15

Formative feedback 15-16

SummaryOf Chapters 17

Analysis 18

Layout Overview 18Key Characteristics of the Intended UserGroup 18

Assumptions and Constraints 19

General Requirements 20

Functional Requirements 21-22Non-functional Requirements 23

Personas 24Use Case (Administration Section Of theApplication)

24

Use Case (Scope Of the Teachers CBT TestingApplication)

26-30


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Design 31

Project Plan 31User Interface Design 31

Database Design 31

Logical Design 31

Low-Fidelity Prototype 31Architectural Design 32Coding Design 32

SoftwareDevelopment andImplementation 33Implementation 33

Development environment 33Database connection 34Code-behind model 34

Design and development approach 34User Interface Implementation 35

Security And Validation 35

Source code 35

Software testing 36

Configuration Management and TestingStrategy

36

Black Box Testing 37

White-Box Testing 37Link Testing 38

Security Testing 38

Analysis Of Test Results 38Technical Areas For Improvement And knownErrors

39

Evaluation, Conclusion AndReflection 40

Lessons Learnt, Conclusion And Reflection 40

Project Objectives Met 40Lessons Learnt 40

Challenges 40Future Enhancements 41

Final Reflection 41

Bibliography 42-47Appendices 48


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Appendix A:Project Plan 48Appendix B:User Interface Design 50Appendix B:Database Design

55Appendix C:Logical Design 55

Appendix D:Low Fidelity Protoyping 56Appendix E:Architectural Design 60Appendix F:Coding Design 66Appendix G:Black Box Testing 118Appendix H:White Box Testing 122Appendix I:Analysis Of Test Results 123Appendix J:Protocol Number 127


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1. Introduction

Background Information

The whole process of assigning test and evaluating their scores after the test, was donemanually till date. Processing the test paper that is checking and distributing respective scorestook a lot of time. Results were not precise as calculations and evaluations were done manuallyand there were little or no feedback provided to students because result processing took a longtime as it was done manually.In addition helping students to recognize clearly the desired goal (understand what is required),and to appreciate what high quality work looks like was not possible.Additionally providing students with evidence about how well their work matches that goal,and helping them to develop an evaluate skills to compare with some objectivity the work theyare producing in relation to the desired goal was not possible.

Proposed Solution

I believe a more effective approach is needed that will allow applicants to not only learn aboutthe questions/answers that may be asked during a test, but also:

Ensure applicants are confident in their knowledge and not simply guessing. Allow applicants to know immediately if they have passed the exam.

Allow applicants to measure their performance over time.

Ensure applicants have their misconceptions corrected instantly, especially where theyanswer a question confidently, yet incorrectly.

Allow teachers to create tests that are interesting and challenging and that make thetest a part of the learning process.

Allow teachers to create tests that are motivational and interactive.

Allow teachers to create tests that provide non directive and directive immediatefeedback in order to promote self study with concentration on the following areas(Pyper et al; 2009)

1. Suggestions for further reading.2. Suggestions for areas of further research.3. Suggestions for areas to practice.

Provides specific structured information to the teacher in order that they canunderstand individual areas of strengths and weakness for both individual students anda collection of students.


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To achieve this, the creation of the Teachers CBT Testing Centre Application was concepted.An

online formative e-assessment application that utilizes computerized objective testing to

display randomly selected questions in various formats, such as multiple choice and multipleresponses and that provides feedback which will allow students to view feedback, historic

progress, overall performance over time. It also provides specific structured information to the

teacher in order that they can understand individual areas of strengths and weakness of

students.

Project Objectives

Project objectives were categorized as core and enhanced functionality. The core functionality

highlights the main features that the application is expected to contain. The advancedfunctionality includes additional features that improve the usability of the application.

Core Objectives

Users able to registeras students

Users able to take atest

Users able to sign inusing email andpassword

Users able to taketests many times

Users able to setbackground color andfont preferences

Users able to viewtheir test history

Users able to modifyfirst name ,last name,email address andpassword

The Student canrequest hints and tipson specific questionsduring the test

Users able to giveFeedback by at theend of the test

Users able to viewFeedbackFrom the application


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Advance Objectives

Allowing thestudent toinfluence thenature of the testbased on subjectselection

Making automatedsuggestions as to testcontent based on pastperformance in specificareas

Providing an endof assessmentsummation ofresults

Allowing the studentthemselves to suggestquestions that can beadded to the questionbank, after Teacherapproval, for use by

other studentsIdentifyingweaknesses

Pinpointing strengths


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2.Literature Review

The literature review examines the topic on E-Assessment, with special focus on ComputerizedObjective Testing. Some of the benefits, limitations and problems associated with both e-assessment and computerized objective testing is discussed.

E-assessment is a wide ranging term which covers the use of computer and networktechnologies in student assessment. Rust et al (2005) describe it as the single biggest influenceon how students approach their learning.

E-assessment is a computerized form of evaluation whereby various formats of data and testingdocuments are digitally transformed. It may pertain to any use of computers in the formulation,

execution, grading and feed back of assessments including, for instance, personal responsesystems and e-portfolios (www.elearning.ac.uk, Nov, 2009). Computerized format not onlymeans the use of computers to perform assessments but also any use of digital media. This mayrange from creating a word document to simulating the performance of a task ( HelenAshton,JISCCETIS).

The popularity of E-assessment in Higher Education has risen over the years, so much that it iscommon to know of someone who has ventured into this exciting new world of learningopportunities (HelenAshton, JISCCETIS). Virtual Learning Environments (VLE) have become ofgreat importance to many lecturers and with e-assessment systems being built into the VLE,

many have found that they can easily generate assessments, make these accessible to theirstudents, and subsequent evaluate students and their grades (elearning.ac.uk, Nov, 2009). Thishas become the standard meeting ground for lecturers and students.

The sophistication of E-assessment systems now makes it easy to implement e-testing as acomponent of assessment. However even though it is now easier to use these systems and thedemands to adopt e-assessment rise, it is vital to appreciate that these tools do not provide aninstantaneous solution to resolve all assessment dilemmas. It is essential to have the expertiseto recognize in what capacity these systems can be efficiently used to enhance education(Daniel Pead, Universityof Nottingham).

Bull and Mckenna (2003:1) attempt to differentiate between two types of e assessment. Theydefine computer assisted assessment (CAA) as encompassing theuseof computersto deliver,markandanalyzeassignmentsor examinations, while Canole et al (2004:149) define computerbased assessment (CBA) as a further development of CAA where the assessment is carried outentirely on the computer.

The distinction here is how much the computer and network are involved. Computer assistedassessment (CAA) has a higher administrative overhead in terms of the delivery and marking ofa test, possibly using an optical markup reader (OMR). There is also a lag and still further
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administrative effort in terms of providing feedback to the student. However, a Computerassisted assessment (CAA) does not necessarily impose the need on each candidate to eitherown a computer or to be computer literate. Computer assisted assessment (CAA) can be seenas bridging the gap between the digital and non-digital worlds.

Computer based assessment (CBA) on the other hand uses the computer and network to bothdeliver the question and receive the answer and as a term has now become synonymous withe-assessment. Conole et al (2006:149) points out that e-assessment:isnot just sitting of thetest, it also incorporates (i)thecreation, storageand deliveryof

assessments, (ii) thecapture, marking, storageand analysisof candidates responses and (iii)

thecollation, returnand analysis of theresult.

It is the execution of all these tasks by exploiting computer and network technology which

really delivers most of the major advantages of e learning; both in the ability to provide a fullyinteractive multimedia learning experience and also in the administrative efficiencies to begained in delivery and marking of tests and the feedback process.

Advantagesof E-yAssessment

E-assessment is widely used, as a positive tool in assessing students and their work. There aremany advantages to consider despite those who believe that e-assessment is far from achieving

certain goals (www.jiscinfonet.ac.uk). Some of the main benefits of e-assessment overtraditional pen-and-paper assessments are:

[1] Students are able to do online computer test and receive an accurate calculation oftheir grades as immediate feedback.

[2] Computer applications allow the same content to be displayed over and over againhence allowing constant revision of topics in an exciting way.

[3] Teachers, lecturers and staff that set exams get an immediate feedback per studentafter an exam. This reduces the time taken for lecturers to correct and evaluate students paperbased tests. It also provides lecturers with an efficient understanding of topics that students are

weak in and alerts them of work that needs to be done or revised.[4] The ability to quickly know the strengths and weaknesses of students topic areas byevaluating their exams put the direction of teaching in a more efficient manner. The time savedin deducing a students knowledge level and speed taken to evaluate a test is revolutionary andwith smarter tests being developed, personal evaluation of tests may become more prominent.

[5] The way in which computers can interact with each other is changing the way inwhich we can be assessed, For example by completing an exam; a student may be givenfeedback and depending on what needs to be assessed, the computer may automatically re-
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direct students to related material online with a goal of educating the student more about aweaker topic.

With the information gathered from e-assessments, teachers can quickly tailor the material andtimeline of a planned curriculum to the abilities of their students, as well as assist individualstudents that may be falling behind in certain areas. Assessments also serve as an earlyopportunity to correct misconceptions. This is crucial as students that believe strongly insomething will not progress if that belief is in fact incorrect [10].

Speculation, assumptions andcriticismare alwaystopicsraised when thetopicof E-assessment is raised. Some questionsproposedare:

[1] Will assessment be objective? Subjective judgment is always considered where by alecturer puts forth an exam with their personal understanding and nature of the material sothat the so called correct answers are predefined. (jiscinfo.net.uk)

[2]Will assessment questions itself be restricted to only fill in the blanks or multiplechoices? There are many ways in which assessment questions can be given to students due tothe ability of computers and technology to do so. Students involved in interactions withcomputer based simulations and are able to submit the results and analyze these results forassessment. Students can create wikis and websites that can be assessed by their peers. Voicerecognition software are widely used these days together with student whose are required toreplicate sound and words based on what the computer has played for them. (jiscinfo.net.uk)

this type of training can help in teaching of languages, pronunciation, and may also help instudents who stutter or who are similarly challenged.

[3] Will assessment only test recall or low level learning outcomes? Even straightforwardmultiple-choice questions can, if carefully constructed, test higher order skills. (jiscinfo.net.uk)the issue here isn't so much that of technology as creativity. For instance, if you are looking atthe application of knowledge (a higher order skill according to Blooms taxonomyhttp://www.le.ac.uk/cc/rjm1/etutor/resources/learningtheories/bloom.html),it is possible tocreate an ordering question which might appear easy to a student who has comprehended thetopic, whereas one who has not will struggle.

Types of E-AssessmentAssessments may come in the form of in-course assignments and quizzes or end of courseexamination; the evaluator may range from tutors, peers or the student themselves. Theassessment may be in three types:

Formative

Diagnostic

Summative.
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Diagnostic Assessment - is by and large used at the start of course units for instructors toascertain the level at which they should plan their lessons as well as to help clarify the level ofsupport that may be necessary in order to successfully impart knowledge to the students in anefficient manner (Bradford, 2003). Diagnostic assessment may be used at the conclusion of alecture, or a lecture series to establish whether students have sufficiently grasped the courseobjectives. This creates checkpoints whereby lecturers and students monitor progress of whatwas learnt, which is indeed valued by both parties. It should be noted that diagnosticassessment does not augment learning due to the absence of feedback after a test. However aformative assessment provides feedback in two ways, these are after each question or after theentire test (William Horton, 2006). Either way may be equally effective and is contingent uponthe preference of the lecturer setting the test.

Formative Assessment - assessment is a means of administering a test to students at intervals

during a course and that is formative occurs during a course, and instant feedback is then givento the student and the lecturer (Bradford, 2003). No marks are recorded for such a test thelecturer may then use the results to pinpoint weak areas which the student may work on toboost their understanding of the topic. This may help to significantly reduce failure rates. Thefeedback may not only come from the assessment test but from the lecturer or from otherstudents feedback. It is obvious that the feedback must be related to the material being tested.

Summative Assessment - differs from formative assessment in that scores are given which areused to compare the level of learning the student has attained against the criterion required forpassing the course. Feedback is optional and this form of assessment may be administered

either during the module as an in-course assessment or at the conclusion of the module. (Boud2000:160) says that assessment activities 'have to encompass formative assessment forlearning and summative for certification'. Since summative assessments should not be solelyused in assessing students for learning purposes but more for determining whether a student isdeserving of official qualification status.

Question typecategories

In an e-assessment, a teacher can ask either:

Objective test questions and/or

Subjective test questions

Objective testing refers to tests that contain closed questions where the correct answer has tobe the same as, or at least very close to, a predetermined answer that the designer of the testdeems correct [17].

Subjective testing on the other hand allows for open ended answers, such as the writing of anessay. While this approach is standard in traditional pen-and-paper assessments, subjective test


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questions do not lend themselves to e-assessment as answers need human appraisal foreffective evaluation, therefore they will take longer to grade [17].

For this reason, objective testing lends itself to traditional pen-and-paper assessments and to e-assessments, far more so than subjective testing. When objective testing is held as part of an e-assessment, this is referred to as computerized objective testing.

ComputerizedObjective testing

This type of test requires a user to choose or provide a response to a question whose answerpredetermined (Colleen McKenna et al, 2003). Such question might require a student to:

[1] Select an answer from a given set of choices.[2] Identify an object or position.[3] Supply brief numerical or text responses.[4] Input a mathematical expression for evaluation.

Therefore if no judgment has to be made on the accuracy then the marking of the responsesare said to be non-subjective. Many test makers may base an objective test on their ownpersonal decisions and bias (Colleen McKenna et al, 2003).

Objective testing is rapidly increasing in todays society; it has been used by American collegesfor SATs and Law Society Admissions. Most of the time, these assessments are used to allow

students a chance to gain entry into a University. (Colleen McKenna et al, 2003) Similarly, in theUK, objective testing for formative and summative assessment is rapidly growing, Surveys donenot only conclude that objective test are done for computers but a wide range of topicsincluding math, social studies and science.

Advantagesof ComputerizedObjectivetesting

There are many great advantages of objective testing but according to (ColleenMcKenna et al, 2003) here are a few:

[1] The time taken to mark a test, using CAA is greatly reduced.

[2] Due to the efficient way in which a computer can calculate and pull questions from apool, makes the speed of assessment higher than an the average test.

[3] The entire scope of the exam is expanded, allowing students to answer questionssince essay type questions are converted to multiple choice and Multiple Response.

[4] Each individual question can be analyzed.[5] CBA allows an immediate feedback to students compared to the OMR.[6] Computers are able to provide a frequent assessment.[7] Levels of difficulty and evaluation of questions are pre-tested.


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Defined by (Bloom et al 1965), objective test can be divided into three to four levels of learning.Blooms Taxonomy shows areas where skills can be demonstrated including: Knowledge,comprehension, application, analysis, synthesis and evaluation. This excerpt was taken from the(Blueprint for Computer-Assisted Assessment, 2003 by Joanna Bull and Colleen McKenna

There areonlya few disadvantagesof objectivetestingand they areas

follows (Colleen McKennaet al, 2003):

[1] a lot of time is needed to created an objective test and its questions.[2] Creating questions for higher levels are more tedious and require greater skills.[3] Difficult to assess written expressions or creativity.

Gardner-Medwin [19] also highlights another problem, which is in itself the main reason why asubstantial number of teachers do not consider computerized objective tests. Namely, wherebyit is potentially feasible for students to do quite well and be given a good grade or marks with acombination of partial knowledge and guesswork?. There is a significant amount of evidenceand research to support this claim, including by Conole et al [20] in Perspectives in E-LearningResearch. It is, therefore, a concern held by many educators and test-designers alike.

Formative feedback

Following on from our solution above, which will correct a substantial number of the problemsassociated with computerized objective test-based e-assessments, a student should also beoffered formative feedback after each question is answered. This, unfortunately, is an area thatat present tends to be weak in the area of e-assessment, as while feedback is offered, it ismainly in the form of grades or marks. This approach simply inflates egos, it does not allowstudents to learn where they went wrong, or to encourage them to learn more or to performbetter in future assessments [16].

Formative feedback, however, goes beyond just giving a grade or marks as it is designed toimprove learning [26]. This approach is far more beneficial to the student. Formative feedbackcan be offered to a student immediately after they answer a question or at the end of a test,

although it needs to be noted that there are advantages and disadvantages to both approaches.

For instance, when offering feedback immediately after each question is answered, a student isshown where their answer is correct or incorrect, however this makes a test longer. On theother hand, offering feedback at the end of a test ensures the test is shorter in duration,however students could answer several questions incorrectly if they misinterpret just onequestion [22].


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Additionally feedback can be supplied almost instantly and in doing so correct misconceptionsbefore they become resident in the learners brain (Horton: 226)

Taking into account theresearch conducted in this literature review, my E-Learning applicationwill focus onobjective testingand Feedback. E assessment is a fundamental piece of the elearning experience and it is best conducted through the objective test. It is easy to mark amultiple choice test, for example, for the correct or incorrect answer by computer and toprovide feedback using a network. This in turn helps to form better relationships betweenteachers and students which support enhanced learning.


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Summary of Chapters

Chapter 3- Involves the Requirement Analysis stage which entails the physical characteristics ofthe environment under study, logically abstracting into a model of a system in terms of newand /or amended information processing (i.e. to meet the members satisfaction). It alsoprovides details on the functional and non-ufunctional requirements as well as the user groupfor the Teachers Cbt Teaching Application.

Chapter 4- Involves the Design stage of the database displaying a graphical representation of anERD diagram, logical model showing data being process and tables being formulated.

Chapter 5- Involves the Implementation stage. The most critical period of the project involving:the choice of software tool, development of web-based system of details of teachers andstudents, development of a web-based system to enter and retrieve data and development of aweb-based system for security.

Chapter 6- Involves the testing stage ensuring that the program is in a good working condition.It also tests how the program responds to different types of data. Testing the applicationensures that it behaves as specified.

Chapter7- Involves the Evaluation stage where it is important that the new system is reviewed

or evaluation of the usability of the system and to detect errors, to ensure that it is performingas expected or are meeting users needs.

Chapter 8- Involves the overall experienced gain, Challenges, Future Enhancements, LessonsLearnt, and Self Reflection.


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3.Requirement Analysis

LAYOUT OVERVIEW

This document contains a preliminary analysis of the requirements of the Teachers CBT Testing

Centre application. They are presented using English based statements and are headed by the

following:

Key Characteristics of the Intended User GroupAssumptions and Constraints

RequirementsGeneral Requirements

Functional User Administration Requirements

Functional System Requirements

Functional Student Requirements

Functional Teacher Requirements

Non-functional Requirements

Use Cases

Key Characteristics of the Intended User Group

The Analysis chapter lists the functional and non-functional requirements for the proposedapplication, as well as the key characteristics of the intended user group. The primary source ofinformation gathered about the key characteristics of the intended user group were throughquestionnaires, the course notes, class and lecture discussion boards, general research andpersonal experience. This questionnaire is being conducted under the Facultys protocolnumber 1011/314and is valid from 14 August 2011 to 30th October 2011. See Appendic J

Based on the questionnaires and my research, I have found that the vast majority have a good

education, with the minimum education being the completion of High School. The vastmajorities of applicants are familiar with the Internet and are experienced in the use oftechnology in general terms, such as the use of computers and mobile phones.

However, all will of course be unfamiliar with the proposed Teachers CBT Testing Centreapplication. Therefore, a clear set of instructions is required prior to allowing an applicant totake a test. An online help system is also recommended.


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The vast majority of applicants were generally in the age group 18-30. Although there are aminimal amount of physical and mental disabilities, it is still recommended that the WebContent Accessibility Guidelines [1] be followed as much as possible.

ASSUMPTIONSANDCONSTRAINTS

Constraint- Time

The time allotted to the completion of all documentation and web application prototype design

is 3 months. With such a limited time frame, and with the unpredictable deadlines for projectdeliverables, the development team assumes that the project will result in the production of a

satisfactory product design at the required date.

Assumption- UsersComputer Skill

The development team has gathered from questionnaires that the target audience for the

Teachers CBT Testing Centre application already posses the necessary computer skills that will

be needed to manipulate and navigate though the web application. As such the design team

assume that in its simplicity in design, the Teachers CBT Testing Centre application will be easily

operable by users who posses even the most basic of computer literacy skills.

Assumption- AdvancedTheme

The advanced theme of this project is encapsulated within the principles of FAM-WATA, whichis a multiple- choice Web-based formative assessment module containing six formativestrategies (Dunn et al, 2009). Research has indicated (Li-Ling Chao et al, 2009) that students

achieved better results when these principles are adopted and in this way the application testitself becomes part of the ongoing learning experience.

Requirements

General Requirements serve as a basis for functional requirements specification. The generalrequirements must first be identified, before the functional requirements are specified. Generalrequirements describe the different attributes of the system rather than the functionalfeatures.


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Functional Requirements outline the services that the system must provide and exactly how itshould perform in particular situations.

Non-Functional Requirements outline the constraints that must be taken into considerationwhen building the system. These requirements may specify that the system must be reliableand efficient or that the system must be built with a certain programming language in order tointer-operate with another system.

General Requirements

1. Build an objective computer based test that makes the test interesting and challenging.2. Build an objective computer based test that makes the test a part of the learning

process.3. Build an objective computer based test that makes the test motivational and interactive.4. Build an objective computer based test that takes into account as far as possible those

with disabilities and individual preferences such as color, theme and layout.5. Build an objective computer based test that provide non directive and directive

immediate feedback in order to promote self study with concentration on the followingareas ( Pyper et al; 2009)

1. Suggestions for further reading.2. Suggestions for areas of further research.3. Suggestions for areas to practice.

6. Build an objective computer based test that provides feedback which will allow studentsto view feedback, historic progress and overall performance overtime.

Build an objective computer based test that provides specific structured information to the

teacher in order that they can understand individual areas of strengths and weakness for both

individual students and a collection of students.


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2.1FUNCTIONALUSER ADMINISTRATIONREQUIREMENTS

Number Requirement2.1.1 The application must allownew users to be able to register.

2.1.2 The application must allow existing users to be able to login using their email

address and password.

2.1.3 The application must be able to send a forgotten password to a registered user via

their email.

2.1.4 The application must allowusers to be able toedit their personal details andpersonalize aspects of the presentation (e.g. background color, font and theme).

2.2FUNCTIONALSYSTEM REQUIREMENTS

Number Requirement2.2.1 The application should take the 9 heuristics of interface design into special

consideration to enable users to easily navigate through the application, as well as

easily understands its content.

2.2.2 The application must be developed using the code-behind model.

2.2.3 The application must display a progress bar, so users know how far in the test they

are (e.g. item 7 out of 40).

2.2.4 The application must be able to inform users about how much time they have left ona test they are doing.

2.2.5 The application must beable to randomize theorder in which item key(s) and

distractor(s) are presented.

2.2.6 The application must be able to use cascading style sheets in order to support the

separation between presentation and content.

2.2.7 The application must be able to provide hints and tips on specific questions during

the test which is requested by students.

2.2.8 The application must be able to provide the scores at the end of the test.

2.2.9 The application must be able to provide Feedback that is both directive and non-directiveand will contain suggestions for further reading; research; practice or discussion based onlevel of results.

2.2.10 The application should take the 9 heuristics of interface design into special

consideration to enable users to easily navigate through the application, as well as

easily understands its content.


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2.3 FUNCTIONAL STUDENT REQUIREMENTS

Number Requirement2.3.1 The application must allownew users to be able to register as students.

2.3.2 The application must allow existing students to be able to login using their email

address and password.

2.3.3 The application must be able to send a forgotten password to a registered student via

their email.

2.3.4 The application must allowstudents to be able toedit their personal details andpersonalize aspects of the presentation (e.g. background color, font and theme).

2.3.6 The application should permit students to take a test.

2.3.7 The application should permit students to view their test history.

2.3.8 The application should permit students to choose a test from a list of available tests.

2.3.9 The application should permit students to view and modify previous responses.

2.3.10 The application should permit students to view the correct responses at the end ofthe test.

2.3.11 The application should permit students to submit their own question to the database.

Including hints and objectives.

2.4 FUNCTIONALTEACHER REQUIREMENTS

Number Requirement2.4.1 The application should permit teachers to view student results.

2.4.2 The application should permit teachers to manage student records (e.g. add

students).

2.4.3 The application should permit teachers to view test items.

24.4 The application should permit teachersto modify test items.

2.4.5 The application should permit teachersto add test items.

2.4.6 The application should permit teachersto delete test items.

2.4.7 The application should permit teachersto configure tests. Features to be configured

can include: list of topics covered, number of per items per topic, time per item.

2.4.8 The application should permit teachersto add tests.

2.4.9 The application should permit teachersto modify tests.

2.4.10 The application should permit teachersto delete tests.


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2.5NON-FUNCTIONALREQUIREMENTS

Number Requirement2.5.1 The application should be easy to learn, intuitive and appropriate to the users

ability.

2.5.2 The application should be deployed from the Universitys Eric server, where the

landing page is named index.aspx.

2.5.3 The programming language used in developing the application should be Visual

Basic.NET (ASP.NET).

2.5.4 The database used in developing the application should be relational.

2.5.5 The application should have an online help system accessible anywhere within the

application.

2.5.6 The application should have clear and unambiguous instructions in how to use the

application and take a test.

2.5.7 The application should follow Web Content Accessibility Guidelines as much as

possible.

2.5.8 The applications interface should be consistent throughout the application.

2.5.9 The application should allow for different levels of access for different users of the

system.

2.5.10 The application should make provision for the prevention of sensitive usersinformation from being disclosed.

2.5.11 Information and feedback should be given to the user whenever there may be

uncertainty for the user while navigating the system.

2.5.12 The applications speed and response to commands and instructions should be

immediate and the application must have a lag time that does not exceed10 seconds.

2.5.13 For future development and expansions, the application should be built with

facilities to allow for upgrades and added functionality.


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Personas

Atypical Student personawouldbeKevin:

Kevin is 20, has a full time job in IT and has at least some exposure to CCNA work. He is notCCNA certified, but wants to further his career and be CCNA certified. With his currentcommitment, the only way he has of achieving this is by taking an e learning course andstudying in his own time. He eventually wants to take the CCNA exam, but knows he must firstsit the foundation exam. He needs to maximize his study time and wants to ensure the time heinvests in the foundation exam maximizes his effort for retaining and understandinginformation, which would help him to passing the CCNA exam.

Atypical TeacherpersonawouldbeLisa:

Lisa is a CCNA certified Manager and teacher with over 15 years CCNA experience. She needs tokeep a check on individual progress of students in order to head off any potential problemswith students who are not performing well or having problems assimilating and understandingthe course. She also needs to provide feedback to the CCNA certification authority on howstudents are progressing and which areas of the course are proving too difficult to assimilate orwhich areas of the course are easiest to assimilate.

Use Case (Administration Section Of TheApplication)

The Use case below defines the scope of the Administration Section of the Teachers CBT TestingCentre application. The primary actors are the Student and the Teacher. The diagram showshow at a high level the actors (Student and Tutor) will interface with the Administration Sectionof the application.


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General Administration For Students/Users

Description Method


Go to login page andenter the required detailsto create an account


Sign in using the accountcreated above

Users able to setbackground color andfont preferences

Sign in and go to Modify My Profilehyperlink and amend color and fontsize field.

Logout and login back to see thechanges.Users able to modifyfirst name ,last name,email address andpassword

Sign in and go to Modify My Profilehyperlink and amend first name, lastname, email address and password.Logout and login back to see thechanges.

General Administration For Administrators/Tutors

Description Method

Tutors able to sign inusing email andpassword


Tutors able to setbackground color andfont preferences

Sign in and go to Modify My Profilehyperlink and amend color and fontsize field.Logout and login back to see thechanges.

Tutors able to modifyfirst name ,last name,email address andpassword


Tutors able to View allStudent records in thedatabase

Sign in and go to View All Studentrecords hyperlink.You can see Students fullname, Emailaddress, Profile settings, andRegistration date and user type.

Tutors are able to Adda test

Sign in using the account createdabove.Go to Add Tests hyperlink.Choose a name for the test.


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Enter questions to add.Choose type of test (multiple choice ortrue/false).

Add questionsSave and Finalize test.

Tutors are able toManage a test

Sign in using the account createdabove.Go to the Manage A Test hyperlink andchoose a test to modify.

Use Case (The Scope Of TheTeachers CBT TestingCenterApplication)

The Use case below defines the scope of the Teachers CBT Testing Centre application. Theprimary actors are the Student and the Teacher. The diagram shows how at a high level theactors (Student and Teacher) will interface with the system.


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STUDENTS

General Administration For Students/Users

Process in Use

Case/Description

Method/Action Final State


Go to login page andenter the required detailsto create an account

The user registers as a Student.



Students able to sign in using email andpassword

Users able to set

background color andfont preferences

Sign in and go to Modify My Profile

hyperlink and amend color and fontsize field.Logout and login back to see thechanges.

Students able to set background color

and font preferences

Users able to modifyfirst name ,last name,email address andpassword


Students able to modify first name ,lastname, email address and password

Students Test

Process in Use

Case/Description


Users able to take atest

Sign in using the account createdabove.Go to the Select And Take A Testhyperlink and choose a test to take.

Students able to take a test

Test questions aregenerated randomlyfrom anexisting database

Sign in using the account createdabove.Go to the Select And Take A Testhyperlink and choose a test to take.

Application generates randomquestions for a test

Users able to taketests many times Sign in using the account createdabove. Go to the Select And Take ATest hyperlink and choose a test totake.

Students able to take tests manytimes

Users able to viewtheir test history

Sign in and go to View Test Historyhyperlink to View your Test History

Students able to view their testhistory

The Student canrequest hints and tipson specific questions

Sign in using the account createdabove.Go to the Select And Take A Test

The Student can request hints andtips


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during the test hyperlink and choose a test to take.

StudentsTest History AndFeedback

Process in Use

Case/Description


Students will be ableto review their ownhistory andprogress over time

Sign in and Take a test and then goto View Test History hyperlink toView your Test Score.

Students able to review their ownhistory

Feedback by studentwill be given at theend of the test

Sign in using the account createdabove.Go to the Feedback hyperlink and

give your feedback.

Students able to give Feedback


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TEACHERS

General Administration For Administrators/Tutors

Process in UseCase/Description


Tutors able to sign inusing email andpassword


Tutors able to sign in using email

Tutors able to setbackground color andfont preferences

Sign in and go to Modify My Profilehyperlink and amend color and fontsize field.Logout and login back to see thechanges.

Tutors able to set background colorand font preferences

Tutors able to modifyfirst name ,last name,email address andpassword

Sign in and go to Modify My Profilehyperlink and amend first name,last name, email address andpassword.Logout and login back to see thechanges.

Tutors able to modify first name,last name, email address andpassword

Tutors able to View allStudent records in thedatabase

Sign in and go to View All Studentrecords hyperlink.You can see Students fullname,Email address, Profile settings, andRegistration date and user type.

Tutors able to View all Studentrecords in the database

Tutors able to Modifyall Student records inthe database

Sign in and go to View All Studentrecords hyperlink.Click the Modify hyperlink andamend first name, last name, emailaddress, profile color, fonts andpassword.Logout and login back to see thechanges.

Tutors able to Modify all Studentrecords in the database


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The Test FromAdministrators/Tutors

Objective Method Pass

Process in UseCase/Description


Tutors are able toview and reviewstudents history andprogress over time

Sign in and go to View All StudentResults hyperlink to View allStudents in the databaseusername, the name of the Testtaken, the Test date, the totalquestions in the test, and the totalquestion the student got correcttogether with the Student Score.

Tutors are able to view and reviewstudents history

Tutors are able toCreate a test

Sign in using the account createdabove.Go to Add Tests hyperlink.Choose a name for the test.Enter questions to add.Choose type of test (multiple choiceor true/false).Add questionsSave and Finalize test.

Tutors are able to Create a test

Tutors are able toModify a test

Sign in using the account createdabove.Go to the Modify A Test hyperlinkand choose a test to modify.

Tutors are able to Modify a test

Tutors are able toView studentfeedback.

Users have to sign into an externalwebsite using a specified emailaddress using their username andpassword to see student feedback.

Tutors are able to View studentfeedback.


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4.Design

This chapter of the paper explains how applicants are expected to use the proposed

application.

Project Plan

The preparation of a project plan was the first step in developing the application design. Theproject plan outlined the proposed functionality and features necessary to meet the userrequirements.

SeeAppendixA

User Interface Design

SeeAppendixB

Database Design

SeeAppendixC

The Logical Design

A logical data model is a graphical representation of the information requirements of aBusiness area, it is not a database. The logical model was produced for the entities (tables)outlined above. Primary keys are underlined and foreign keys include an asterisk.

SeeAppendixC

Low Fidelity PrototypingLow Fidelity prototyping was used as a method of quickly outlining the user requirements andfunctionality. The low fidelity prototype is based on the use case diagram in

SeeAppendixD


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Architectural Design

The architectural design that best represent the system, being developed for the Teachers CBTTesting Centre Application, is a Three Tier Client-Server Architecture.

SeeAppendixE

CodingDesign

SeeAppendixF


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5.Software Development and Implementation

Implementation

The implementation phase involved the use of Microsoft Access database software (for thecreation of tables and storing of data) and Microsoft Visual Studio 2010 software whichfacilitated the interaction between the Teachers CBT Testing Centre Application and MicrosoftAccess database.

Technology Framework and ProgrammingLanguage Used

Development Environment

Microsoft Visual Studio 2010 was selected as the development environment based on thefollowing reasons:

It is free and widely used by applications and application developers.

There are many tutorial, forums and support sites available to help with development

issues likehttp://msdn.microsoft.com. Microsoft Visual Studio 2010 allows ASP.net websites to be developed in a self-

contained environment containing functionality to:

Create and manage code behind files;

Create and edit VB.net and HTML code;

Create and manage cascading style sheet files;

Create and design screen Layout visually;

Create and design SQL Server database;

Supports Microsoft.Net framework 3.5,4.0

Relational Database (RDBMS)A prerequisite for the Teachers CBT Testing Centre Application was that the underlying datawould be stored and managed in a relational database. Microsoft Access was chosen based onthe following reasons:

Microsoft Access is easy to use and integrates well with Microsoft Visual Studio 2010.

There are many tutorial, forums and support sites available to help with developmentissues likehttp://msdn.microsoft.com.
http://msdn.microsoft.com./http://msdn.microsoft.com./http://msdn.microsoft.com./http://msdn.microsoft.com./http://msdn.microsoft.com./http://www.go2pdf.com/http://msdn.microsoft.com./


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Database Connection

Instead of hard coding the database connection information in each page that needed to call,read or write information to the database. A connection string with the name and the databaselocation was placed into the web.config file. The web.config file was then placed into the rootdirectory of the application. This was done to implement a global change variable, whichallowed the user to make changes only once should the database be renamed or moved in thefuture. (See sample code behind, highlighting the connection string at AppendixF)

Code-Behind Model

The code-behind model was chosen based on the following reasons:

Code-behind pages offer a clean separation of the markup (user interface) and code. Itencourages developers to build applications with separation of presentation andcontent in mind. This allowed me a web designer, for example, to focus on the designmarkup with less potential for disturbing the programming code that drives it.

Subroutines and functions created and used in Code-behind pages can be reused formultiple pages (reusability of code).

DesignAnd Development Approach

The approach I followed was to initially list the application requirements, potential users and

the objectives that the application should achieve and then writing content for those pages in aWord document. Having established the design elements such as ASP.NET, HTML, Cascadingstyle sheets and Microsoft Access database. The application pages were established and webcontent was prepared.

o Using the base design suggested by the University, the Microsoft Access database andits tables were modified to facilitate linking to the web application, which suited myproject requirements.

o Master pages contained the general layout and were created to call content from allother pages, those being the page heading and the page content. All other informationwas placed on the master page, like the main menu, footer and submenus.

o Presentation layouts were separated from the content via the use of Cascading StyleSheets. The use of a low fidelity prototype helped in terms of visualizing how theapplication pages should look and feel. The biggest challenge faced was how the pageswould interact, not how they would be designed.

o As each page was fully designed and developed, they were compiled and tested locallyusing the built-in server in Visual Studio 2010.The pages were then copied to the Ericserver folder and tested there to ensure it worked correctly.

o Tests were done by deliberately making mistakes by entering invalid data, omitting dataand using incorrect data types. For example, not completing mandatory fields such as


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email address or password in the sign up page or trying to log in without first signing upas a registered user. To ensure that pages were working properly and correctly linkedvia the database, valid data was entered and pages were tested to see whether userswould be directed to the correct home pages.

o Once it was deemed that all pages worked correctly and that the content was displayedas it should be, several walkthroughs were carried out on the application and alterationsmade as required.

User Interface Implementation

The design of the Teachers CBT Testing Centre Application was done with two (2) main goals inmind:

Simple interface with ease of navigation. For example using warm web safecolors and easily recognizable graphics i.e. use of icons that are readilyunderstandable.

Consistent layout throughout the application will aid users in navigation(Consistency principle) .For example the menu bar, category listings; color, fonts,and main content area were placed in the same location in all web pages.

Navigation The user can navigate through the website by using menus, sub menus andhyperlinks. The menus are consistent and located at the top of the page on all master pages.

Interface The user interface is simple as it uses hyperlinks. The menus are consistent and usewarm web safe colors that are easily recognizable and located on all master pages.

Security AndValidation

Validation Error messages appear on the screen when users enter omits data or enter invaliddata. Bright red fonts were used for error messages. (See sample code at AppendixF pg94).

Authentication -?Users are required to enter their username and password to access theapplication. This feature was implemented to prevent unauthorized users from accessing the

application. (See sample code at AppendixF pg94).

Sessions-_A new login session is created at each login. If the user logouts the session isterminated. User logins are facilitated by sessions which are valid for the life of that login.

SourceCode(See sample code at Appendix F).


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6.Software Testing

Software testing is the process of validating and verifying that a software program/application:-

Meets the business and technical requirements that guided its design and development;

Works as expected and can be implemented with the same characteristics.

Validation andVerificationencompasses many of the activities of Software Quality Assurance.Verification is asking the question: Are we building the product right?".Validation is asking the question: Arewebuilding theright product?Its the process of evaluating software to determine compliance with requirements.The objectives of the validation and verification process are to have a system that has thefollowing characteristics:

Correctness product without errors. Consistency consistent with itself and other products.

Necessity extent to which everything in the product is necessary.

Sufficiency product that is complete.

Performance product satisfies its performance requirements.

Configuration Management and TestingStrategy

Code was developed in Microsoft Visual Studio 2010 environment and Unit Testing was donelocally using the View in Browser functionality of Microsoft Visual Studio 2010.Unit testing was conducted against the functional requirements described in the Design stageof this document.Once all releases had been tested locally, the entire application was copied to the Final folder inthe assigned area of the Eric environment and retested against the use cases.

This can be illustrated as: Microsoft Visual Studio 2010 EnvironmentTest environment Local host Staging environment

Eric server Production environment


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Black BoxTesting

Black-box testing is your primary weapon in the war against errors. The results of sound black-box testing are robust and reliable modules. With this approach, you do not need internalknowledge of the technology. All you need to know is how to activate the system and what arethe expected outcomes. We want to test the function of the module. We are only concernedwith the functional performance as it converts input into output. The philosophy is that, for themodule to work error-free, we enter all the test case inputs which produce correct outputs, andwe don't care how it is done.

Our process looks something like this:

We determine all possible classes of data values.

We select representative data from each class.

We select data at the boundaries of these classes

The Objectives of Module Testing are to:

Design test cases to expose faults and weaknesses of the code.

Select test cases that have a high probability of finding faults due to errors ofomission.

Cover the full spectrum of module inputs and module environments undercombinations that tend to uncover hidden faults.

Use stress tests and overload the module in ways that will force failure.

See Appendix G for test scripts and results.

White-BoxTesting

This testing approach is concerned with the internal mechanism of the component. It is done by

examining the programming code to devise sample data which should exercise all parts of theprogram being tested. For example, when a program has an if-statement, we want to createdata which will follow both branches, and when a program has a loop, create data which checksthe loop 0, 1 and more times. Our testing is especially concerned with branch testing, pathtesting, and statement testing.

See Appendix G for test scripts and results.


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Link Testing

Link testing was done to make sure all links worked, and that no link pointed to a

nonexistent page. Checks were also done to resolve any isolated pages which the

application could not navigate to.

SecurityTesting

The security tests that were done involved the following:

Testing performed for unique username.

Validation check for username and password.

Validation check of fields for instance confirming username and password.

Invalid logins as illustrated in previous section.

Users with different access rights have access to screens that are consistent with theirroles.

Analysis Of Test Results

See Appendix I for test scripts and results.


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Technical Areas For Improvement And known Errors

Areas Description Problems Solutions

Look and feel.

Would like to offer moreflexibility in terms of userslook and feel, in order toget the correct look andfeel a skilled designer isrequired

The application does notlook like a professionallydesigned site and optionsavailable presently mightnot be flexible enough .

Better use of CSS.Would also like toexplore what thepossibilities are

Modify a test.

Did not achieve thefunctionality of Usersbeing able to Modify atest

Because if a student took

the test already and youthen go and modify a test(add/delete questions), hisgrades would be affected.Couldnt find a solution tothis in this short timeframe.

More research and

testing have to bedone to solve thisproblem. May have toredesign my databaseto solve this problemin the future.

Generation ofRandomquestions for atest.

Test questions werentgenerated randomly fromanExisting pool.

Test questions werentgenerated randomly fromanExisting pool.

More research andtesting have to bedone to solve thisproblem. May have toreexamine and

redesign my databaseto solve this problemin the future.

Feedback Byapplication.

Did not achieve thefunctionality of theapplication being able togive Feedback at the endof the test or The Studentbeing able to requesthints and tips on specificquestions during the test

Did not achieve thefunctionality of theapplication being able togive Feedback at the endof the test

More research andtesting have to bedone to solve thisproblem. May have toreexamine andredesign my databaseto solve this problemin the future.

Students shouldbe presentedwith a timershowing how farthrough the testthey are.

Did not achieve thefunctionality of theapplication being able todisplay a timer.

Only Partially ImplementedAs a timer is shown foreach question only.

More research andtesting have to bedone to solve thisproblem. May have toreexamine andredesign my databaseto solve this problemin the future.


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7.Evaluation, Conclusion And Reflection

LessonsLearnt, Conclusion AndReflection

The Conclusion and reflection chapter is where I review the entire completed project, decidingif my intended objectives were met, how the project was managed, what I have learnt and howit would affect my future practice.

Project ObjectivesMet

The overall project objectives were to design and develop an E-learning Application. Theapplication should allow students to register and login to the application. Students could thenlog in the E-Learning application and modify their profile and choose tests they would like totake, while getting feedback on their results at the end of the test. Administrators/tutors couldlogin and view student performances and create and assign tests. (See the Analysis Chapter forThe requirements).Some of these objectives were met successfully with further development and testing requiredin other areas. (See the Objectives Met in Appendix I pg39,pg123 ).

Lessons Learnt

I learnt a great deal during the project. Not only on the technical side of creating an e-assessment application (ASP.NET, CSS, HTML, database interaction), but also how have peopleassimilated information.The project also gave me a greater appreciation and understanding of the responsibility placedon web developers to ensure proper web design that incorporates usability, accessibility,correctness and strong cohesion and development techniques used when creating anapplication.Finally this project also gave me the opportunity to enhance my writing skills, opening the gapwider in researching, reading a lot of materials and critical evaluating skills which will all be putforward towards the future.

Challenges

Understanding the code, creating correct functions and troubleshooting the application posed achallenge to me as I possessed limited programming skills.Inaddition I underestimated howmuch of my time would be spent in the development/implementation phase.


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Evaluation

Whatever method is chosen for evaluation, it will consist of collecting data over time and theninterpreting it. In the context of this type of project, this is naturally difficult to achieve. Therefore this

evaluation piece is both reflective and subjective.

Future Enhancements

Future versions of this online E-Learning application could be enhanced as follows:

Adding video and audio functionality or Instant messenger functionality, so a dialogue isin process throughout the test, either with a teacher or other class members.

Ensuring the application conforms to usability and accessibility standards.

Adding a blog page that allows users to post comments. Integrating and implementing a Feedback application that provides feedback to

students on a real-time basis.

Integrating and implementing a working timer showing how much time is left and howlong they took on each question.

Fixing the problem experienced currently when a Tutor/Administrator modifies a test(add/delete questions in a test).An anomaly occurs where students who already tookthe test, there scores are now affected negatively or positively due to the number ofquestions added or deleted.

Final Reflection

Overall, I found the e-Learning module to be very challenging, particularly for first timestudents like myself who were new to ASP.NET and had to get familiarized with the languagewhile simultaneously focusing on building the application. Students had a lot to learn, withASP.NET units run concurrently with e-Learning units. All the academic research and reportsrequired were very difficult and time-consuming. While there are still issues that need to berectified, and a bit of future work that could enhance the application, I feel the application metall the objectives set at the beginning of the project.

Even though I did have a lot of difficulty with this course I did enjoy the challenge the coursegave me. I take great satisfaction in knowing that a great deal of time and effort went intodesigning, developing and ensuring consistency and functionality requirements were met.

In the end if I had more time to redo this project I think I could have done much better in someareas to improve quality work. And if offered another project which entails web application Iwould consider learning another language like PHP to widen the skills and knowledge in otherareas of learning.


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17. Parsons, J.; Fenwick, T., 1999. Using objective tests to evaluate. Available at:http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/97/f5.pdf

18. Joint Information Systems Committee. 2007. Effective Practice with e-Assessment. Availableat:http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf

19. Gardner-Medwin, A.R., 1995. Confidence assessment in the teaching of basic science.University College London. Available at:http://www.ucl.ac.uk/~ucgbarg/tea/altj.htm

20. Conole, G.; Oliver, M. 2006. Contemporary Perspectives in E-Learning Research. Taylor &Francis Ltd.

21. McKenna, C.; Bull, J., 1999. Designing effective objective test questions. LoughboroughUniversity. Available at:http://www.caacentre.ac.uk/dldocs/otghdout.pdf

22. Horton, W., 2006. E-learning by design. Pfeiffer.

23. Davies, P., 2002. There's no confidence in multiple choice testing. Loughborough University.Available at: https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/1875

24. Bull, J.; McKenna, C., 2004. Blueprint for Computer Assisted Assessment. RoutledgeFalmer.

25. Gardner-Medwin, A.R.; Gahan, M., 2003. Formative and Summative Confidence-BasedAssessment. University College London. Available at:www.ucl.ac.uk/~ucgbarg/tea/caa03.doc
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26. Shute, V. J., 2007. Focus on Formative Feedback. ETS. Available at:http://www.ets.org/Media/Research/pdf/RR-07-11.pdf

28. Cohen, L,. 2005. A Guide to Teaching Practice. RoutledgeFalmer.

29. Web Content Accessibility Guidelines. Available at:http://www.w3.org/TR/WCAG10/

30. Saffer, D., 2006. Designing for Interaction: Creating Smart Applications and Clever Devices.Peachpit Press.

31. Windle, D.; Abreo, L., 2002. Software Requirements Using the Unified Process: A PracticalApproach. Prentice Hall.

32. Nielsen, J. 1993. Usability Engineering. Academic Press.

BOOKS

- Pearson, Prentice Hall: The BCS Glossary of ICT and Computing Terms

-Joanna Bull; Colleen McKenna 2003 - ABlueprint for Computer-AssistedAssessment.

-E-learningbyDesignBy William Horton

-Drasgow, F., & Olson-Buchanan, J. B. (Eds.). (1999). Innovations in computerized assessment.

Hillsdale, NJ: Erlbaum.

-Van der Linden, W. J., & Glas, C.A.W. (Eds.). (2000). Computerized adaptive testing: Theory andpractice. Boston, MA: Kluwer.

-Wainer, H. (Ed.). (2000). Computerized adaptive testing: A Primer (2nd Edition). Mahwah, NJ:ELawrence Erlbaum Associates.

-Weiss, D.J. (Ed.). (1983). New horizons in testing: Latent trait theory and computerizedadaptive testing (pp. 237-254). New York: Academic Press

-Bejar, Isaac I. "Educational Diagnostic Assessment."Journal of Educational Measurement21 (1984): 175-189.

-Coombs, C. H., J. E. Millholland, and F. B. Womer."The Assessment of PartialKnowledge."Educational and Psychological Measurement 16 (1956): 13-37.
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-(Quotes by, W. J., & Glas, C.A.W. (Eds.). Computerized adaptivetesting: Theoryand practice.

Boston, MA: Kluwer).

-(Quotes byWainer, H. (Ed.). (2000). Computerized adaptive testing: A Primer (2nd Edition).Mahwah, NJ: ELawrence Erlbaum Associates).

Contemporary Perspectives in E-Learning Research: Themes, Methods and Impact on Practice(Conole & Oliver)

International Journal of Computers, Communications & Control (IJCCC, 2009)[INTJ COMPUT COMMUN CONTROL] With Emphasis on the Integration of Three Technologies

Websites

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2989/AQH-F67+Guidance+on+e+assessment.pdfhttp://en.wikipedia.org/wiki/Computerized_adaptive_testinghttp://www.cs.ucla.edu/honors/UPLOADS/yajie/thesis.pdfhttp://www.alt.ac.ukhttp://www.caaconference.com/http://www.jisc.ac.uk/elearninghttp://www.heacademy.ac.uk

http://www.techdis.ac.ukhttp://www.elearning.ac.uk/features/eassessmenthttp://www.elearning.ac.uk/subjects/AAoverviewhttp://hal.archives-ouvertes.fr/docs/00/19/04/40/PDF/ridgway-j-2004-r10.pdf

http://www.ttrb.ac.uk/ViewArticle2.aspx?anchorId=17790&selectedId=17980&ContentId=1310http://dro.dur.ac.uk/1929/http://feasst.wlecentre.ac.uk/tag/literature-review/http://www.downes.ca/post/33413http://www.e-skills.com/cgi-bin/go.pl/wbel/practice/details.html?uid=471http://www.jisc.ac.uk/assessment.html#http://www.warwick.ac.uk/ETS/Publications/Guides/Assessment/introduction.htm

http://scholar.google.co.uk/http://www.acm.org/http://www.computer.org/http://www.springer.com/computer/lncs/http://www.ingentaconnect.com/http://www.jstor.org/
http://en.wikipedia.org/wiki/Computerized_adaptive_testinghttp://www.cs.ucla.edu/honors/UPLOADS/yajie/thesis.pdfhttp://www.alt.ac.uk/http://www.caaconference.com/http://www.jisc.ac.uk/elearninghttp://www.heacademy.ac.uk/http://www.techdis.ac.uk/http://www.elearning.ac.uk/features/eassessmenthttp://www.elearning.ac.uk/subjects/AAoverviewhttp://www.ttrb.ac.uk/ViewArticle2.aspx?anchorId=17790&selectedId=17980&ContentId=1310http://feasst.wlecentre.ac.uk/tag/literature-review/http://www.downes.ca/post/33413http://www.e-skills.com/cgi-bin/go.pl/wbel/practice/details.html?uid=471http://www.jisc.ac.uk/assessment.html#http://www.warwick.ac.uk/ETS/Publications/Guides/Assessment/introduction.htmhttp://www.acm.org/http://www.computer.org/http://www.springer.com/computer/lncs/http://www.ingentaconnect.com/http://www.jstor.org/http://www.jstor.org/http://www.go2pdf.com/http://www.ingentaconnect.com/http://www.springer.com/computer/lncs/http://www.computer.org/http://www.acm.org/http://www.warwick.ac.uk/ETS/Publications/Guides/Assessment/introduction.htmhttp://www.jisc.ac.uk/assessment.html#http://www.e-skills.com/cgi-bin/go.pl/wbel/practice/details.html?uid=471http://www.downes.ca/post/33413http://feasst.wlecentre.ac.uk/tag/literature-review/http://www.ttrb.ac.uk/ViewArticle2.aspx?anchorId=17790&selectedId=17980&ContentId=1310http://www.elearning.ac.uk/subjects/AAoverviewhttp://www.elearning.ac.uk/features/eassessmenthttp://www.techdis.ac.uk/http://www.heacademy.ac.uk/http://www.jisc.ac.uk/elearninghttp://www.caaconference.com/http://www.alt.ac.uk/http://www.cs.ucla.edu/honors/UPLOADS/yajie/thesis.pdfhttp://en.wikipedia.org/wiki/Computerized_adaptive_testing


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http://www.elearnspace.org/Articles/InstructionalDesign.htmhttp://www.dokeos.com/doc/DokeosElearningProjectManagementGuide.pdfhttp://dlwww.dl.saga-u.ac.jp/contents/mgzn/ZR00005462/ZR00005462.pdfhttp://www.resourcebridge.net/Articles/eLearn_Objectives.htmlhttp://www.elearnspace.org/resources/research.htmhttp://www.alts.com/workshops.htmlhttp://www.trainingplace.com/about/services.htmlhttp://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessmenthttp://tests-builder.com/CAT.html 2009http://www.elearning.ac.ukwww.journal.univagora.ro/download/pdf/71.pdf
http://www.elearnspace.org/Articles/InstructionalDesign.htmhttp://www.dokeos.com/doc/DokeosElearningProjectManagementGuide.pdfhttp://www.dl.saga-u.ac.jp/contents/mgzn/ZR00005462/ZR00005462.pdfhttp://www.resourcebridge.net/Articles/eLearn_Objectives.htmlhttp://www.elearnspace.org/resources/research.htmhttp://www.alts.com/workshops.htmlhttp://www.trainingplace.com/about/services.htmlhttp://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessmenthttp://www.elearning.ac.uk/http://www.go2pdf.com/http://www.elearning.ac.uk/http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessmenthttp://www.trainingplace.com/about/services.htmlhttp://www.alts.com/workshops.htmlhttp://www.elearnspace.org/resources/research.htmhttp://www.resourcebridge.net/Articles/eLearn_Objectives.htmlhttp://www.dl.saga-u.ac.jp/contents/mgzn/ZR00005462/ZR00005462.pdfhttp://www.dokeos.com/doc/DokeosElearningProjectManagementGuide.pdfhttp://www.elearnspace.org/Articles/InstructionalDesign.htm


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Appendix A-Project Plan

Activity Action Required Target Date Person(s)

Assigned To

Task

Milestones

Brainstorming Review ideas for the project.

Document ideas

Prepare a mind map

Review mind map to ensure

that all ideas are captured.

06/06/11

Rennie

RamlochanCompleted

Planning Introduction

Project Organization

Work Breakdown

Project Schedule

01/07/11

01/07/11

01/07/11

01/07/11

Rennie

Ramlochan

Completed

Software

Requirements

Requirements Analysis

Requirement Specification

08/08/11

08/08/11

Rennie

RamlochanCompleted

Design Architectural Design

User Interface Design

Report Design

Process Design

19/08/11

19/08/11

19/08/11

19/08/11

Rennie

Ramlochan

Completed

Implementation Coding

Testing

Installation

04/09/11

08/09/11

11/09/11 Rennie

Coding, Testing and

Installation were completed

on 16/09/11Reason:

Trouble implementing

certain functionalities and


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Documentation Continuous Ramlochan errors experienced in

configuring and uploading to

the Eric Server.

Final Report Submission of Application

Submission of Report

18/09/11

25/09/11

Rennie

Ramlochan

Submission of Application

was completed on 19/09/11

Reason: Errors experienced

in configuring and uploading

to the Eric Server.

Completed and Submitted

on time.

Project Demo A Demonstration of the

functionalities of the finished

application to a panel of

Bsc Final Year Project-Teachers CBT Testing Centre Application

Documents

Transcript of Bsc Final Year Project-Teachers CBT Testing Centre Application