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

http//:www.tibasr.net/publications.htm 452

Eliminating Examination Malpractice in Africa with Automated Test Taking, Marking andResult Printing.

Received: Jan 27,2010: Accepted: April 15, 20 10

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: E‐mail: [email protected] +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 “structural–blank”

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

INTRODUCTIONExamination should be the true test of theknowledge gained in any educationalinstitution, but the approach that is being usedto set, work and manage this test of knowledge has made it relatively uncertainthat examination is a true test of knowledge(Balongun,1995). Such examination should

undoubtedly gives with sufficiently detail aclear analysis about the student’s progress indifferent areas of concentration (FederalMinistry of Education, Science andTechnology, 1985; Fagbemi, 1998).Organisation of examination should be givena 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 activitiesof individuals and establishments is spreadingmore than a wild fire in the Savanna desertduring the dry season (Amar and Mohini,2009; Atabong, 2008 ). Adapting to the

accuracy and efficiency offer by the computerto the taking and marking of examination willyield a clean sheet which will be seen as anexamination white paper (Rekha, 2004;Xingbao and Yunming, 2007). The true testand analysis of a student skill can best beacquired in an unbiased situation (Ojerinde,2004). Since naturally, ninety percent of theworld population is bias, a computer installedwith smart software is the only way forwardto eradicate unbiasism in education according

to this research.

Methodology

A structure system analysis and designmethodology (SSADM) was used in thisresearch to study the manual system anddesign the ATRAMS smart software which isproposed in the research (see Gray et al,2003). With this methodology, acomprehensive study of the manual system isa sine-qua-non to the development of thecomputerized system. The objective of thismethod is to provide an accurate,uninfluenced method of examination takingand marking that will be unbiased in gradingstudents. This system will equally provide,quick registration, quick and accurate resultpublication. Privacy is also guaranteed, since

an individual can access only his or her result.Another aim is to design a system that will berelatively fast in processing data since themanual system is comparatively slow. Thissystem will be developed to ensure that the

entire drawbacks that comes with a manualsystem is eradicated. It provides sufficienthistory based on past and present events of examination. This system will goes farbeyond providing features for the feature, itwill be seen as a model for future benefits.

Consulted systems

A number of systems were consulted in orderto get a blue print of the system which willwork no matter the situation. These consulted

systems could be categorized into manual andautomated. The manual system consultedinclude; an existing Madonna Universityexamination system at the examination andrecords department of the university at Okijaas well as at Elele campuses, the Nigeriaexamination system, Cameroon examinationsystem, JAM, WAEC and GCE. Thecomputerize systems consulted include, GRE,TOEFL, TSE and many others which will bereviewed in the analysis of these systems.

Analysis of Consulted Systems

To understand the problems of manualexamination system we take a look a generalexamination system as presented in self explicit Amar and Mohini (2009) flowdiagram in Figure 1 below.

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Problems with manual examination taking

Misinterpretation of resources, weatherhuman or material, has a great effect on anation socio-political and economicaldevelopment (Annam, 2010).In the following paragraphs we presentproblems which have been linked with manual

system of examination taking and markingclassified into Data management problemsand Malpractice Problems.

1)Data Management problems

Typographical and wrong calculations: Lotsof errors were unavoidably generated in themanual system especially during marking and

processing of result thereby making resultsinaccurate. Situations have arise inexamination boards where names of candidatewere exchange with their registrationnumbers, wrong grade point averagecalculation and a candidates’ attestation and

certificate having different results (Burstein,

and Marcu, 2003).

• Result documentation: Documentationof results of past written test is hardlydone properly and may not be savedfor use over a given period of time.This is because the space required tostore papers grows with time and

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therefore may not give room forproper organization of results and inthis case, results will not be retrievedeasily.

• Data security: The data is not secured

unlike the database managementsystem which gives a better security todata in the base. They can defineauthorization procedures to ensure thatonly legitimate users can access thedatabase and can allow users to havedifferent levels of permission (Gray et

al., 2003).

• Data items are unnecessarilyduplicated in multiple places. Evenwhere some duplication is desirable

for performance reasons, managementof these duplicates is not guaranteedsince there is no control of redundancy. This occupies space andencourages data corruption.

• In a manual examination system,inconsistency cannot be totallyavoided in the sense that data is kept indifferent bases.

• The manual system takes time topublish result after Test Taking. This

is because the marking is donemanually and definitely consumesmore time. Compilation also delaysthe process of publication of resultsdue to difficulties in searchingcandidate records.

• Students from different areas have tovisit university record department forevery query regarding filling up of examination application forms,examination date, results and syllabus

thus wasting his/her precious time andmoney.

• Students have to wait for in longqueues to take examination forms,deposit examination fee and to getknow the status of their results. Evensometimes, they cannot take admissionin higher studies outside the state.

• The manual examination system leadsto errors, more time consumption,inefficient and wastage of valuableresources.

• There is repetition of work in the

existing system, the same data iswritten again and again by differentbranches. In the manual systemuniversities have to spent lots of nairafor preparing results.

• In existing system, managing of students’ record is very tedious.Searching of students’ records inmanual registers, maintaining of records and reconciliation etc. are verytime consuming.

• In manual examination system, there isno check on the secrecy and temperingof students records. Sometime fakedegrees are prepared thus degradingthe image of universities andexamination boards.

• In existing system whole data of students are stored in papers, registers,as record is increasing yearly, theregisters are piling up and sometimeswe may see the staff sitting on these

registers for long duration checkingresults.

2)Examination Malpractice

Many have defined examination malpracticebut 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 examinationsystem in Africa (See Annam, 2010;Oyechere, 2010; Annam, 2005; West AfricanExamination Council, 1994). To start with,Examination malpractice has lead to falleneducation standards in almost all the countriesin 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 aMafia leading to serious dangers to those who

wants to stop the benefactors of these businessfrom continues profit while unfortunately, ourschools are living in a state of denial (Ene andUrsula, 1998; Balogun, 1999; Oladunni,1995;Annam, 2010; Adegboye, 1998). It hasalso been described as a cankerworm(Yakubu, 1998; Edokpa, 1998).The history of examination malpractice can bedate before 1977, since in the early 70s mass

cheating was first perpetrated in WAECexamination (Ojikutu, 1987). It has become anational problem starting from primaryschools to tertiary institutions (Ezema, 2001;Eweniyi, 2002 Abdulkareern and Alabi,

2004;Oredein, 2004). Abdulkareem and Alabi(2004) explained that Examinationmalpractice is as old as examination itself buthowever the rate at which examinationmalpractices occur in the Nigerian educationalsystem in recent time is highly disturbing. Ittherefore needs prompt attention by allstakeholders.

Government actions towards examination malpractice

Of recent, stake holders have been have beenbrought in to fight against examinationmalpractice in many African countries. Forexample, The National Policy on Education(FGN, 2004) stipulates that there is need forfunctional education for the promotion of aprogressive and united Nigeria and in thislight, Gbenga(2004) observes the implicationsof examination malpractice. To this end, heargued that school programmes need to berelevant, practical and comprehensive; whileinterest and ability should determineindividual direction in education. If the schoolsystem is able to determine individual’sdirection in education, then we can say thatthe school is effective.The government of Ghana has organizedmany seminars to inform perpetrators of thisact the effects of this bad practice to thecountry education system and the socioeconomic development of the Ghana (Annam,2010). Annam (2005) had emphasized that,although examinations are not the onlyinstrument for assessing and evaluatingknowledge, it has emerged as the majorestablished yardstick and the most practicalway of assessment. He did inform that theover-dependence on certificate as the key toemployment has, led to a crazy rush by mostpeople to try and acquire certificates either

legitimately or illegitimately. In recent times,most government have linked the occurrencesof examination malpractice assumingalarming trend to candidates' fear of failure,lack of confidence, laziness, inadequatepreparation and most often their inability toapply themselves to their studies.Monetary wise, APA, Abuja (Nigeria-NGO)have announced that 429,000 examinationresults were cancelled yearly, translating to$140 million in costs, an indication of increasing cases of malpractice in the conductof examinations by five examination bodies inNigeria. In addition to direct cost, APA, is todeploy 16,000 officers of the NigerianSecurity and Civil Defence Corps (NSCDC)to provide security against malpractice duringthe April’s entrance examination for 1.4million candidates seeking admission totertiary educational institution in 2010(Oyechere, 2010; APA, 2010).In 2004, DRS announced that the CameroonGeneral Certificate of Education (GCE) Boardplaced an order for the first everPhotoScribe® PS900 scanner to be used inAfrica. The PS900 latest in the range of DRSsophisticated data capture technology and areused by the Cameroon GCE Board to not onlyrecord and process student registration forms,but also to capture high quality digital images

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of the registered students and ultimately helpto prevent examination fraud and student

impersonation (Rekha,2004).

The computerize test taking, Marking and results publication In the early 1990s administrators of

standardized tests began offeringcomputerized examinations. Computerizedtests adapt to the skill level of the individualtest-taker. Each correct answer given by astudent is followed by a more difficultquestion, and incorrect answers are followedby less difficult questions. The more difficultthe question, the more points the student canscore. Besides adjusting questions to astudent’s performance level, the computerizedtest calculates an immediate score and allows

students to instantly transmit results toinstitutions of their choice (Carlo, 2007;Encarta, 2009).In computerized examination taking andmarking system Grading of the student isdone immediately. Computerized AssistedAssessment (CAA) is defined by Sims andColleagues (CBurtein and Higins, 2005).Carlo (2008) defined a computerized test asthe use of computers to deliver, mark andanalyze examinations. While this definition iswide enough to cover both restrictedresponses and supply items it also explains inbrief what these tests are. For restrictedresponse items, such as multiple choiceexaminations, structural response questions,distracters and correct answers as well asfeedback can be predefined. Theseexaminations were used for both formativeand summative purposes, and once setup, canbe used by student independent of teacher’sinvolvement.According to Carlo(2008), CAA tools for thistype of assessment are readily available, yetbarriers still exists regarding the time requiredto master the tools, the skills needed to writegood assessment. While computers areexcellent at judging restricted responsequestions, they perform very well when theanswers are supplied by students in a word or

two but not exceeding five words. The

computerized way of accessing examinationhas over the years served as a bridge betweenthe erroneous result produced by the manualapproach and the desired result of anyexamination grading system.Assessment should be student centered toenable meaningful and relevant learningexperience (Burstein et al, 2004). Meaningfuland constructive assessment need to challengestudents to think critically and shouldencourage students learning and directs

student effort (Burstein et al., 2003). The truetest of knowledge gave birth to the writing of examination and the accurate test of thisknowledge has given birth to an automatedway of testing, marking and publishingexamination.

Support for Testing /Assessment using

specialist software

Dedicated application provides lectures withmore specialized support than any genericsoftware. Specialized software like GradeMark, ReMark, Marking and WebCTConnectare geared towards processing any on-goingexamination marking exercise in an accuratemanner. All these tools posse a form of scoring and grading rubric, which areavailable in the desired context. In tools likeGrade Mark and ReMark, specialized symbolscan be attached to the examination to facilitatemarking and grading. Most of the welldesigned tools like ReMark automaticallycreate summary sheet for each student(Burstein et al (2004). Other testing softwareworth mentioning are; CDF (528), GRE,TOEFL, TSE, TRE, ITS (CreativeTechnology, 2006; Turnitin.com,2006;MyDropBox,com.; Massey University,2006;GRE, 2009).

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Over the years, critics of standardized testingargue that the tests do not account fordifferences in social and economicbackgrounds among test-takers (Olaseinde,2004; Olaseinde, 1993). They also argue that

the examination do not accurately assess thescholastic performance of female students andthe handicaps. Due to malpractice inexaminations, females consistently earnhigher grades on average than males in bothhigh schools and colleges in Africa, but theiraverage scores on standardized tests are lower(Adamolekun, 1998). Therefore, some criticsclaim that the emphasis on high test scoresencourages schools to teach only the materiallikely to be covered in the tests rather than

provide a comprehensive education (Carol,2007). Supporters of standardized testsmaintain that test scores provide a validmeasure of academic aptitude and offer areliable way to impartially compare studentsfrom a variety of social and educationalbackgrounds (Kaplan et al., 1998; Carol,2007; Xingbao and Yunming, 2007).The GRE Research committee expressedinterest in the psychometric and practicalissues that pertain to the assessment of writingability. This paper presents not a new studybut a review of major research in light of GREBoard concerns (GRE, 2009). Specifically,scholarship and information form establishedprograms are used to investigate the natureand 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, thepossible need of different discipline testcomposition skill, and the cost and usefulnessof various strategies for evaluating writingability (Carol, 2007; Leacock and Chodorow,2003). Eventhough there is an increase cry forcomputerize examination system, consideringthat many such system have beendevelopment and mindful of the fact thatexamination system is one of importantcomponents of online education, the

technology of developing online examinationsystem in particular and computerizedexamination in general is still not satisfactory(Xingbao and Yunming, 2007).

Benefits of

the

computerize

test

taking,

Marking

and results publication The benefits of a computerize examinationsystem extend from closing the drawbacks of the manual examination system to improvereliability on a country educational systemand man power development.

• Total Computerisation of theexamination system will facilitate inintegration of all academic

departments, Faculties, schools,examination centers of the past andpresent examinations under onecanopy.

• There exist rapid and immediateresponse, grading and scoring in whichwhat you know is what you get(wykiwyg).

• It will improve the efficiency of theworkforce who in turn carries outmany operations manually.

• The invigilator is also not given theopportunity to influence the ongoing,past or future examination. Theprivileges of an invigilator is minimal.

• The new system will streamline theprocedure for collection of examination fees, issuing receipts tolarge number of students and keepinga track of cash flow.

• With the adoption of new system,there will centralised, secure and

robust database of the candidatesappearing in the examination withoutduplication of records.

• In a networked environment systemdifferent units of the examination wingare connected so that all these are ableto share up-to-date information

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without redundancy of database atvarious stages.

• It will bring improvement in quality of services being provided to thestudents, departments examination

centers and administrations byintroducing computerised windowsystem and online availability of information to those concerned.

• There will be less human intervention(as much as possible) in resultprocessing by automating all theconcerned activities.

• It will stop buying and selling of questions before the examination sincethe systems randomly selects the

question for each examinationfollowing their priorities and weight.

• The complete Computerisation of Examination System will lead toeffective monitoring of ExaminationProcess by the concerned authorities.

• The digitalization of the candidatephotograph which will be printed onboth the examination slip and the issueresult report will during testregistration and test taking will

eradicate impersonation inexamination exercise.

• The Computerised Statistical Analysisof Data will facilitate the managementto see trends in result at various levels.

Management Information System(MIS) reports will facilitate the TopLevel Management to make strategicdecision in favour of the institutionand students.

• The use of Relational DatabaseManagement System for storage of students’ data will helps in minimizingthe redundancy in database in additionto maintains consistency, integrity andsecurity of data.

• Once the students’ data is in thecentralized database, lots of academicbenefits can be drawn in terms of thestatistical analysis of the resultsbelonging to different faculties,

courses, social groups, colleges(private/government) and differentarea of the state and the country. Suchdata can be made available to theresearch students within and outsidethe university for further research andrecommendations.

• The processed data can be madeavailable on web site of the Universityfor Out-station Students to minimizethe number of quarries at counters.

• The student is not given theopportunity to influence the time,environment and outcome of theexamination.

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Processing framework of the automated system

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.

CENTRAL

DATABASE

SYSTEM

STUDENTREGISTER

VERIFY RECOR

DS

EXAM HALLEXAM HALL

EXAM HALL EXAM HALL

INV.

INV.

INV.

INVIGILATING STUDENT

INVIGILATING STUDENT DIRECT PROCESSING

DIRECT PROCESSING

DIRECT PROCESSING

AINV.

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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 thetype of questions asked. Figure 6 represent a

sample display of multiple choice making

process.

Figure 6: Marking form.

EXAMINATION HALL

LOGGED IN

EXAM CODE QUESTION ID EXAM TITLE

QUESTION

ANSWER 1

ANSWER 3

OPTIONS

Com uterized Examination Takin and Markin © 2009

EXAM ID PERIOD CHOICE STATUS CORRECT WRONG EXAM TITLE REGNUMQUESTION ID EXAM ID PERIOD CHOICE STATUS CORRECT WRONG EXAM TITLE REGNUMQUESTION ID

DATE TIME

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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

but a text box for the candidate to type the

correct word or phrase. An exemplary form is

shown in figure 7.

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 questionsare 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

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

EXAMINATION HALL

LOGGED IN

EXAM CODE QUESTION ID EXAM TITLE

QUESTION

Type in your answer here>>

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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 examinationmalpractice. 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 thecomputers 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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