Development of Computer-Based Test (CBT) and Student Recognition Survey on CBT.
- Author:
Eun Jung IM
1
;
Won Kee LEE
;
Yoo Chul LEE
;
Byung Ho CHOE
;
Sung Kwang CHUNG
;
Taek Hoo LEE
;
Hune CHO
;
Jin Ho SOHN
;
Dong Il WON
;
Hyun Hee KONG
;
Bong Hyun CHANG
;
Jong Myung LEE
Author Information
1. Office of Medical Education, Kyungpook National University School of Medicine, Daegu, Korea.
- Publication Type:Original Article
- Keywords:
Computer-based test;
Evaluation;
Medical education
- MeSH:
Education, Medical;
Humans;
Learning;
Process Assessment (Health Care);
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2008;20(2):145-154
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement methodologies for the effective development and implementation of CBT. METHODS: A questionnaire survey was conducted twice (before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. RESULTS: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows: simple correction of answers (before: 89.4%; after: 80.8%), presentation of realistic materials (before: 72.9%; after: 84.7%), prompt feedback on grades (before: 60.3%; after: 71.1%), shortened exam time and effective time scheduling (before: 86.5%; after: 66.4%), accurate estimation of abilities (before: 70.2%; after: 36.6%), and assistance in academic improvement (before: 70.9%; after: 22.1%). Drawbacks of CBT were: inconvenience of review (before: 70.9%; after: 22.1%), inconvenient screen organizations (before: 0%; after: 48.1%), possibility of cheating (before: 73.9%; after: 31.8%), and equality issue of test (before: 47.3%; after: 17.3%). CONCLUSION: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.
