Learning Outcome E-Exam System

Analysis and challenges of robust E-exams performance under COVID-19

“…It is a low-cost method in terms of work, time, and money [20] . Additionally, e-exam allows for monitoring students from the examiner’s computer during the examination, entering students’ particulars before starting, printing or saving a direct report to a student, preserving equality between students, assessing students accurately, attaching video or audio clips to questions and specifying a time for examination [14] , [21] .…”

Integrated and secure web‐based examination management system

“…Furthermore, a web‐services based online training and exams system were introduced in Pang et al Moreover, the development of a three‐tier online exam system that is based on Struts, Spring, and Hibernate was discussed in Darong et al In Al‐Hakeem and Abdulrahman, an e‐Exam platform that uses the iSpring QuizMaker software to generate an e‐Exam package to be displayed in a special e‐Exam browser was proposed. Additionally, an Online Assessment and Evaluation System that allows authoring an exam using 15 item types was introduced in Ramanathan et al Yet, an e‐Exam system that categorizes questions based on the course learning outcomes was presented in Bardesi and Abdel Razek . In Yağci and Ünal, an adaptive online exam system that adjusts the difficulty level of the test based on the measured student competence was introduced.…”

“…The full design of computerized examination systems was explored by many researchers such as those in Kuikka et al [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20] For example, the challenges when introducing electronic exams were explored in Kuikka et al [4,5] In addition, the trials results for several e-Exams systems were discussed in Fluck et al [6] with focus on making those systems convenient, reliable, and educationally beneficial. In Vafeiadou et al, [7] an online exam system that supports the automatic generation of digital circuits questions was introduced.…”

“…Additionally, an Online Assessment and Evaluation System that allows authoring an exam using 15 item types was introduced in Ramanathan et al [17] Yet, an e-Exam system that categorizes questions based on the course learning outcomes was presented in Bardesi and Abdel Razek. [18] In Yağci and Ünal, [19] an adaptive online exam system that adjusts the difficulty level of the test based on the measured student competence was introduced. Further, an online exam system that is capable of resumption after failures and allows the selection of random questions was explained in Younis and Hussein.…”

“…A key features comparison between the EMS and its counterparts [7][8][9][10][11][12][13][14][15][16][17][18][19][20] is shown in Table 1. It is worth noting that, the methods in Karim and Shukur [25][26][27][28][29][30][31][32][33][34][35] were excluded from that comparison as they only focused on the security aspects of online exams rather than the system as a whole as in this paper.…”