COMPARISON OF OPINIONS OF STUDENTS AND UNIVERSITY TEACHERS FROM MEDICAL UNIVERSITY OF WARSAW ON E-ASSESSMENT – A PRELIMINARY REPORT

Authors : Joanna GOTLİB, Mariusz PANCZYK, Piotr GĘBSKİ, Aleksander ZARZEKA, Jarosława BELOWSKA, Marcin MALCZYK

Pages : 1-9

View : 24 | Download : 21

Publication Date : 2016-09-01

Article Type : Research Paper

Abstract :Background Until now, test exams at Warsaw Medical University were mostly carried out in the paper-and-pen test form. Beginning in the academic year 2014-2015, it is possible to get a credit and pass a test exam on the ASK Systems e-exam platform. In the academic year 2014-2015 there were three e-exams organised in WMU.The aim of the study The study aimed to compare opinion of students and university teachers from Medical University of Warsaw on e-assessment.Material Study group: 181 persons - 148 students: students, who took part in e-assessment on ASK Systems E-exam platfrom, insert ignore into journalissuearticles values(Group 1 - 59 students);, and students, who did not take part in e-assessment insert ignore into journalissuearticles values(Group 2 - 89 students); and 33 university teachers insert ignore into journalissuearticles values(Group 3);. Group 1 - 59 women, mean age: 24,96 insert ignore into journalissuearticles values(min.21, max.44, SD: 5,54);. 25 of students has alredy took part in an e-exam apart from university. Group 2 – 55 women, 25 men, mean age: 22,53; min.19, max.32; SD: 2,15, 80 of students has alredy took part in an e-exam apart from university. Group 3 - mean age: 46,57; min. 29, max. 61, SD=10,99; 14 of women, 15 teachers took part in e-exam. Methods Participation in the study insert ignore into journalissuearticles values(February 22-27, 2015); was voluntary. An anonymus questionnaire survey. E-questionnaire consisted of 58 statements in 5 thematic domains, 5 step Likert scale. Links to the questionnaire were placed on an external server, which ensured anonymity. Reliability assessment of the questionnaire: Cronbach`s Alpha coefficient. Analysis of significance of differences between Groups 1, 2, and 3: non-parametric Kruskal-Wallis test, α=0.05. Results Among the study groups, statistically significant differences of opinions and attitudes towards e-exams concerned the following: phrasing questions that would be impossible to phrase in the case of a traditional pen-and-paper test insert ignore into journalissuearticles values(H=9.661,p<0.008);, additional intellectual effort required from students during an e-exam insert ignore into journalissuearticles values(H=13.283,p<0.001);, trends in methods of testing knowledge of students insert ignore into journalissuearticles values(H=6.366, p<0.042);, results of course credits earned on an e-exam platform insert ignore into journalissuearticles values(H=6.531, p<0.038);, possibility of technical error in the examination system insert ignore into journalissuearticles values(H=7.834, p<0.020);, increase of examination stress during an e-exam insert ignore into journalissuearticles values(H=17.689, p<0.001);, concentration problems when reading a question on a computer screen insert ignore into journalissuearticles values(H=6.604, p<0.037);, drawing an individual set of test questions insert ignore into journalissuearticles values(H=11.634, p<0.003);, using multimedia materials in test questions insert ignore into journalissuearticles values(H=9.798, p<0.008);, reducing the opportunity of cheating on exams insert ignore into journalissuearticles values(H=10.483, p<0.005);, and increasing chances for a better result in a test insert ignore into journalissuearticles values(H=6.891, p<0.032);. Conclusions:Due to the fact that students had correct conception of organization of e-exams and positive attitudes towards EE, there is no need of organising special preparation for students regarding computer-aided examinations. It seems to be essential to develop procedures of grading computer-aided exams even before the introduction of this form of examination. Moreover, it also seems necessary to conduct training for university teachers on possibilities that are provided by the ASK Systems e-exam platform with reference to test exam structuring and phrasing test questions, with particular focus on multimedia elements. Owing to a not numerous and non-representative study group, the present study results may be only of a pilot nature and the study needs to be continued in consecutive years.
Keywords : E assessment, quality of assessment, modern technologies, health sciences students, university teachers