An interactive and secure e-examination unit (ISEEU)

Sabbah, Yousef; Saroit, Imane Aly; Kotb, Amira

doi:10.1109/roedunet.2011.5993713

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…Other international research investigates e-examination security and encryption (Sabbah, Saroit & Kotb, 2011), Moodle and e-Learning systems (Kumar, Gankotiya & Dutta, 2011), and connections between authoring tools, learning management, e-Learning and e-examinations (Impedovo, Lucchese & Pirlo, 2006). E-examinations have been deployed widely in Austria (Frankl, Schartner & Zebedin, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

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“…In [21], [31], [38] authors are of the view that security issues in examination can be managed by adopting username and password schemes and IP camera based monitoring. In [6], [16], [32], [33], [34], [35], [36] authors are of the view that security issues in online examination system can be managed by adopting cryptographic schemes.…”

Section: Review Analysis On Online Examination Securitymentioning

confidence: 99%

“…In [6], [16], [32], [33], [34], [35], [36] authors are of the view that security issues in online examination system can be managed by adopting cryptographic schemes. According to [6], [36], [37], [38], [39], [40], [41], [42] authors the security issues in online examination system can be managed by adopting biometric authentication schemes. In [36], [43] authors elaborated that online examination security can be maintained by using internet firewall concept.…”

Section: Review Analysis On Online Examination Securitymentioning

confidence: 99%

“…In [36], [43] authors elaborated that online examination security can be maintained by using internet firewall concept. [21], [31], [38] Cryptographic schemes for security management [6], [16], [32], [33], [34], [35], [36] Biometric authentication schemes [6], [36], [37], [38], [39], [40], [41], [42] Internet Firewall [36], [43] …”

Section: Review Analysis On Online Examination Securitymentioning

confidence: 99%

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ICT Initiatives in Educational Examination Management-A Review

2016

IJSR

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Abstract:In this paper, we present a critical review of the existing research progress on ICT initiative in educational examination management system. The study analyses the research papers published in leading journals, conference proceedings, articles, government web portals, and reports which categorize the existing publications according to type of issues investigated. The review reveal that majority of the papers, articles have examined issues related with limitations of the traditional examination system, examination malpractices, paper leakage, advantages of online examination system, security issues, challenges of integrating ICT in schools, programming tools used to develop online examination system, application of cloud computing in examination management and drawbacks in the existing e-examination system.

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“…Their work addresses threats from a malicious cloud by means of an honest manager. Other works focus on countermeasures to avoid plagiarism during on-line exams [18], [19], [20], and advance methods to ensure the authentication of the candidates [21], [22]: they assume trusted managers and ignore privacy properties such as anonymous marking.…”

Section: Related Workmentioning

confidence: 99%

Secure exams despite malicious management

Bella

Giustolisi

Lenzini

2014

2014 Twelfth Annual International Conference on Privacy, Security and Trust

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Abstract-An exam is a practise for assessing the knowledge of a candidate from an examination she takes. Exams are used in various contexts, such as in university tests and public competitions. We begin by identifying various security and privacy requirements that modern exams should meet, especially in the prospect of them being supported by information and communication technologies. These requirements extend well beyond ensuring authenticating the candidate and preventing her from cheating. Cheating is routinely enforced by invigilation by trusted parties, whereas we discuss that an exam should meet its security and privacy requirements against stronger threat models, including malicious exam authorities. Thus exams must be designed with the care normally devoted to security protocols, and in such a mindset we present WATA IV, a new protocol that meets our security and privacy requirements even when an exam manager is malicious.

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An interactive and secure e-examination unit (ISEEU)

Cited by 10 publications

References 8 publications

Secure E-Examination Systems Compared: Case Studies from Two Countries

Secure E-Examination Systems Compared: Case Studies from Two Countries

ICT Initiatives in Educational Examination Management-A Review

Secure exams despite malicious management

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