The development on the internet in the course of the most recent decade has been incredible. Developing institutions and organizations utilize the vehicle of the internet for increasingly organized evaluation forms. It is presently normal for candidates to be approached to finish tests and polls on the web, especially for introductory filtering purposes. This direction takes a gander at a portion of the great practice and moral issues in this improvement in the utilization of tests
In India alone, around 3,934 students from VIT University were given employment bids by three driving IT companies Accenture, Wipro and Cognizant, in 2013. Other significant ground recruiters incorporate Microsoft, Zoho, Intel, VmWare, Alcatel Lucent,
Conventional techniques for evaluating students have turned out to be difficult on the grounds that (i) they are pointlessly long, and they don't pursue a scientific methodology that will guarantee selection of better up-and-comers. (ii) The present campus interview procedure doesn't recognize if there is a social and employment fit with the organization, to dodge weakening rates. (iii) It is still significantly a dismissal procedure than a target selection process. “Most of those involved in college recruiting (both employers and career centers) are extremely conservative and resistant to change. Universities have a well-earned reputation for sticking with tradition but an over reliance on tradition also unfortunately applies to corporate college recruiting functions.”- Dr. John Sullivan, ERE Media, Inc.
Overview of cost that incurred for a candidate who is residing away from the examination centre and overseas. (i)Travel cost (ii) Accommodation cost (iii) Administrative Costs (iv) Cost of preparing question paper (v) Test delivery (vi) Test distribution and (vii) Invigilation and evaluation. In the study we used online survey to know the actual use of internet in assessing the candidates. We selected the population from India with random sampling.
Personal Computer (PC) innovation has had a huge effect in numerous territories of showing and learning. The presentation of desktop PCs, word- handling bundles and presentation planning devices have significantly enhanced the nature of the material exhibited to understudies and utilized as a part of addresses. The utilization of basic database bundles and spreadsheets have enhanced and disentangled record keeping at all levels inside of the training programs. Be that as it may, the most critical effect has gotten through the utilization of strong learning instruments, for example, PC supported learning, Computer aided learning (CAL), PC based preparing Computer based training (CBT) and web learning. These technologies utilize different types of intuitiveness to draw in the student insufficient and frequently novel learning encounters
Until the late 1950s there was generally little enthusiasm for the expenses of education, and for all intents and purposes none in the expenses of educational technology. This disappointment mirrored the way that development in teaching methods was to a great extent negligible movement: as one early examiner put it, education's technology, all around, has gained shockingly little ground past the handicraft organize
Different techniques have been used to define learning that takes place online a reality that makes it hard to develop a generic definition. Authors agree that a single definition for e-learning has not yet been found. Terms that are generally used to define online learning include e-learning, Internet learning, distributed learning, networked learning, tele-learning and tele-matics distributed learning virtual learning, computer-assisted learning, web-based learning, and distance learning. E-learning covers a wide set of ICT technology-based applications and processes, including computer-based learning, Web based learning, virtual classrooms, computerized coordinated effort and networking. It includes the delivery of content by means of Internet, Intranet, and Extranet, satellite broadcast, audio-video tape, interactive TV and CDROM
The term E-learning brings together different fields as highlighted in the following definition: ‘E- learning is the unifying term to describe the fields of online learning, web-based training, and technology delivered instruction’. The accompanying definitions of e-learning feature the use of computer and communications technology in this process. E- Learning is a methodology that facilitates and enhances learning through both computer and communications technology. Such devices can include personal computers, CD-ROMs, Digital Television, Personal digital assistants (additionally called PDAs) and Mobile Phones. Communications technology enables the use of the Internet, email, exchange forums, collaborative software and team learning systems. E-Learning may likewise be used to help distance learning using Wide area networks (or WANs), and may likewise be considered to be a form of flexible learning where without a moment to spare learning is possible. Courses can be tailored to specific needs as either synchronous (in real time) or offbeat learning (stored for use later on). Where learning happens exclusively online, this is called online education. When learning is distributed to mobile devices, for example, cell phones or PDAs, it is called m-learning.
The online education sector has seen incredible growth during the increased Internet penetration of the last decade. The quantity of college students taking online course almost multiplied, from 23 percent to 45 percent, in the course of the recent five years according to the 2013 College Explorer, another report from Market Research Company. Students taking online courses are additionally enrolled in two for each term, according to the report. Numerous individuals today are pulled in to online instruction in the light of its natural advantages. Indeed, the developing pattern is to take formal e-learning courses since it enables experts to increase new aptitudes (and at times confirmations) at their very own convenience while as yet seeking after a profession. The upsides of e-learning for training go past the corporate environment. There are numerous educational foundations going for this strategy in both advanced education and in the K-12 space. Strangely, online students are really beating their peers. In traditional instruction, this means getting a passing evaluation and some type of acknowledgement (for example, genuine college credit). For experts preparing associations, this can be as a testament, or focuses towards accreditation (otherwise called continuing instruction units). The point is, individuals are frequently inspired by acquiring prizes or some likeness thereof. So all together for an online course to have satisfactory completion rates, it should be related with some sort of advantage. The 2012 Survey of Online Learning uncovers that the quantity of students taking, at any rate one, online course has now outperformed 6.7 million. Advanced education appropriation of Massive Open Online Courses stays low, with most foundations still as an afterthought lines. "The pace of development in online enrollments remains incredibly hearty," said study co-creator Jeff Seaman, Co-Director of the Babson Survey Research Group. "This is to some degree astounding given that general advanced education enrollments really declined during this period." "Institutional suppositions on MOOCs are blended, with positive perspectives on their capacity to find out about online pedagogy and to pull in new students, however concerns about whether they speak to a maintainable technique for offering courses," expressed his co-creator I. Elaine Allen and key report discoveries include:
• Over 6.7 million students were taking in any event one online course during the term and growth of 570,000 students over the earlier year.
• Thirty-two percent of higher education students presently take one course online.
• Only 2.6 percent of higher education organizations at present have a MOOC (Massive Open Online Course), another 9.4 percent report MOOCs are in the arranging stages.
• Academic pioneers stay unconvinced that MOOCs speak of a reasonable strategy for offering online courses, yet accept that they give a significant way to organizations to find out about online instructional method.
• Seventy-seven percent of academic pioneers rate the learning results in online education as the equivalent or better than those in face-to-face.
• Only 30.2 percent of chief academic officials accept that their faculty acknowledges the worth and authenticity of online education - a rate is lower than recorded in 2004.
• The extent of chief academic pioneers that state ‘online learning as basic to their long haul procedure’ is at another high of 69.1 percent.
• A greater part of chief academic officials at a wide range of organizations keep on accepting that lower consistency standards for online courses are a hindrance to the wide-spread reception of online education.
Three fundamental reasons why educators wish to instruct MOOCs: being spurred by a feeling of interest, the longing to increase some close to home (prideful) rewards, or a feeling of philanthropy. Four key difficulties of educating MOOCs are likewise surfaced: trouble in assessing understudies' work, having a feeling of talking into a vacuum because on the nonappearance of understudy quick criticism, being troubled by the substantial requests of time and cash, and experiencing an absence of understudy support in online gatherings
Any course, online or face-to-face, ought to have clear, quantifiable destinations. Evaluation procedures are best in the event that they duplicate something that the understudy will do in his or her calling, that is plainly important to the course, and that is helpful in exhibiting his or her insight and capacities. This type of assessment strategy, known as authentic assessment, actively engages students and demonstrates to the instructor that they not only understand the concepts but can also apply them in real-life scenarios
Building successful guidelines include multiple tasks; yet planning is a standout amongst the most basic. For online courses, planning is particularly vital on the grounds that even under the best of circumstances, online learners regularly battle with understanding what's anticipated from them. At separation, they can get extraordinarily disappointed (or more regrettable) and quit attempting. That is one of the best purposes behind utilizing a methodical way to deal with planning guidelines.
Planning assessments ought to ideally happen directly subsequent to recognizing learning destinations. That is on account of assessments ought to gauge if the goals were met. In the event that the learning targets are elegantly composed, suitable methods of appraisal are by and large entirely clear.
According to Concord consortium (2002)
Formative assessment serves understudies and additionally teachers in numerous solid ways. Under studies can utilize criticism from formative assessments to offer them some assistance with knowing what they have not yet aced and what they have to concentrate on further
Self-assessment is a major component in online assessment strategy.
According to Patti Shank, Performance assessments evaluate real or invigorated performance. Online course frameworks make evaluating tests simple. Multiple-choice tests are normally used to survey accomplishment of learning goals on the grounds that they can be proficient. These don't gauge any written work capacity yet do survey perusing capacity. Inquiries to be consolidated are of subjective sort. Learning destinations can be evaluated with multiple-choice things on the grounds that the reaction can be chosen adequately. Ambiguous and inadequately composed or unlikely distracters are exceptionally basic mistakes while composing multiple-choice test items.
In the present study, assessment is done with the help of Multiple-choice tests. These tests can be performed by identifying the population and samples of the study. In statistical point of view, a population can be represented as a complete set of items which shares at least one property in common. Population doesn’t have any absolute number. In contrast, a statistical sample is a subset drawn from the population to represent the population in a statistical analysis. If a sample is chosen properly, characteristics of the entire population that the sample is drawn from can be inferred from corresponding characteristics of the sample. We have considered national students as our population and NIT Surathkal, MIT Mangalore, VIT Vellore, SRM Chennai, BITS Goa as national candidate samples.
A questionnaire is an examination instrument comprising of a progression of inquiries and different prompts with the end goal of social event data from respondents. In spite of the fact that they are frequently intended for statistical analysis of the reactions, this is not generally the situation. Questionnaires have favorable circumstances over some different sorts of reviews in that they are modest, don't require as much exertion from the questioner as verbal or phone studies, and regularly have institutionalized answers that make it easy to order information. The only disadvantage with the questionnaire is that Questionnaires are likewise pointedly constrained by the way that respondents must have the capacity to peruse the inquiries and react to them.
In the present study, the questionnaire comprised of basic demographic information, assessment characteristics, interaction and evaluation sequences and measures, suggestions and importance of online sources related to assessment of student’s performance.
Statistical Package for the Social Sciences (SPSS) is generally the utilized project for statistical analysis as a part of sociology. Notwithstanding statistical analysis, information administration and information documentation are elements of the base programming. Statistics included in the base software are,
• Descriptive statistics: Cross tabulation, Frequencies, Descriptive, Explore, Descriptive Ratio Statistics
• Bivariate statistics: Means, t-test, ANOVA, Correlation (bivariate, partial, distances), nonparametric tests
• Prediction for numerical outcomes: Linear relapse
• Prediction for identifying gatherings: Factor analysis, cluster analysis (two-step,K-implies, various leveled), Discriminant.
In the present study, all the statistical procedures were incorporated including ANOVA tests. The data were imported to the standard SPSS software. Types of variables were also specified. The dependent and independent variables were assigned and then analyzed.
The questionnaires comprising of 25 questions with respect to assessment, interaction and evaluation approaches to online courses (Annexure I) was prepared in online survey software and sent it to students, and research scholars residing in IITs, BIT, MIT, NITs and VIT in India. Two hundred responses have been collected through online in whom 59% were female candidates and 41% were male candidates as shown in
Around 70% of engineering candidates were participated in the survey. The percentage of technical candidates is of 12% and 3 to 4% candidates are from computing and business schools respectively. The remaining candidates are from social studies, design and architecture as shown in
The study has been undertaken by undergraduate, postgraduates and doctorates. Among which the maximum responses were from post graduates (63%), followed by undergraduates (25%) and doctorates (12%) as shown in
Around 30% of respondents agree that learning through online is very challenging and almost equal percentage students find those learnings does not make a difference from online courses. Further, 15% students facing difficulty in online mode of learning as shown in
Interaction plays a vital role in the assessment of student performance in online courses. From the questionnaire, it was noticed that 40% of the students facing problem to interact with their instructor and 15% of students have strongly agreed on that as shown in
Evaluation in case of online course is a challenging task. Students may attend the online courses from various streams and regions which makes the work further difficult. It includes standard, utility of instruction and candidate’s satisfaction. From the respondents 40% felt that they are not satisfied in the evaluation process in the assessment and expecting more accuracy. 15% of respondents have the strong opinion that the evaluation process should be revised as shown in
Feedback is the factor which determines the efficiency of any process. In the present study, 38% candidates have positive opinion on online courses and 35% felt more comfortable with online courses. Only 6% students dissatisfied about the online courses as shown in
The collective responses from the questionnaire survey were analyzed in statistical software (IBM SPSS). Bivariate correlation (Pearson correlation) and one way ANOVA were performed from the arrived data. From the analysis, assessment has the greater positive correlation with the interaction (0.564) with the level of significance of 1% (α= 0.01). Eventually, evaluation and feedback also shows the positive correlation of 0.440 (
Assessment | Interaction | Evaluation | ||
---|---|---|---|---|
Assessment | 1 | |||
Interaction | .564** | 1 | ||
Evaluation | .297** | .276** | 1 | |
Feedback | 1 | .117 | .116 | .440** |
** Correlation is significant at the 0.01 level (2-tailed).
From the ANOVA, evaluation has more significant value on online courses hence it has low t value (0.002) which is less than the level of significance (α= 0.01)(
Sum of Squares | df | Mean Square | F | Sig | ||
---|---|---|---|---|---|---|
Assessment | Between Groups | 8.200 | 14 | .586 | 1.255 | .246 |
Within Groups | 53.672 | 115 | .467 | |||
Total | 61.872 | 129 | ||||
Interaction | Between Groups | 9.565 | 14 | .683 | 1.483 | .128 |
Within Groups | 52.984 | 115 | .461 | |||
Total | 62.549 | 129 | ||||
Evaluation | Between Groups | 14.347 | 14 | 1.025 | 2.726 | .002 |
Within Groups | 43.236 | 115 | .376 | |||
Total | 57.583 | 129 |
Conventional methods of assessing students have become oppressive because it is time-consuming, ineffective and uneconomical. From questionnaire survey, the assessment and interaction were positively correlated in comparison with the evaluation and feedback. So, the evaluation seems to be more challenging task which has to be structured properly. Thus, online assessment system can provide full control to the evaluators over the instruction, test creation, distribution, invigilation, evaluation and report generation.