Developing the Computer-Based Test (CBT) on the basic chemistry throughout a web-based application

Abstract

Nowadays, the development of technology emphasizes the educators to be able to utilize the technology greatly in teaching and learning processes, including the learning assessment. In fact, the implementation of the technology, such as the utilization of an online-based test, seems to develop in the process of learning assessment. Hence, this present research proposes to develop the computer-based test (CBT) application for the comprehensive test of basic chemistry in measuring the higher order thinking skill (HOTS) of the undergraduate students in the major of chemistry education department. Furthermore, to facilitate their necessaries in optimizing the computer-based test (CBT) application, it seems to indicate that the application needs a new innovation in the certain parts in terms of the design itself and the simplicity of the online test that enables to be accessed either from the mobile phones or the students’ laptops. Notably, the development of the computer-based test application in the present research attempts to use the programming language PHP and MySQL in producing the database. Moreover, the author administrates five phases in promoting the application, such as developing the devices within the preliminary study, planning, creating the product design, testing the limited product, and revising the limited product testing. As the result, the findings of the research are expected to become the primary component in developing the online assessment. In other words, it enables to measure the learners’ competencies in comprehending the learning materials of basic chemistry and the higher order thinking skill for the undergraduate students of chemistry education department.

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

“…The value of feedback in enhancing learning is well-documented, as is the use of written assessment tools for diagnostic, formative, and summative feedback. , However, even with computerized adaptive testing methods, − the fundamental issue with written examinations is that both the prompt and the response are static. There is always the potential for students to misunderstand or misinterpret the question and for the teacher to misconceive the answers from students.…”