Relationship Between Variables of pre- and post-Randomized Questions in Computer-based Tests

다국어 초록 (Multilingual Abstract)

Cheating during assessments can be a result of poor physical arrangement of exam settings. In multiple-choice question of computer-based tests (CBT), shuffling items is used to deter students from copying answers from their colleagues. Randomizing questions and shuffling items in multiple-choice questions are meant to set a copying-disabled environment for students. This study aims to statistically verify that shuffling is suitable for preventing cheating using quantitative data. Since object awareness may compromise the effectiveness of a survey method, we used quantitative data from the students’ selection of items without them being aware and to further avoid compromising the data. A total of 472 CBT data from two academic semester years of 2013 and 2016 were collected from first-year students enrolled in two exams of Cell Regulation Mechanism and Basic Human Structure. Participants data collected from test score, multiple-question selection number, and seat number. The question item number of each student was compared with the item selection of five nearby students seated in different positions. Item selection data from students enrolled in Basic Human Structure exam compared to five nearby colleagues showed a correlation coefficient of less than 0.8, indicating that there were no cases of cheating confirmed. In the case of Cell Regulation Mechanism exam, by ignoring the front seat position, (considered limitation of this study) the measurement of comparing individual students to five nearby colleagues showed a correlation coefficient above 0.8 among 13 students (n=13), about 5.8% of total students, meaning 5% of students either cheat or selected items based on their knowledge. Practically, by simply looking at the monitor of a colleague, justifying cheating is difficult; however, the measurement of quantitative data produced by the students’selection of items showed that question-shuffling and item randomization reduce cheating among students. The results of this study is also intended to introduce the feeling of a safer environment by justifying that shuffling would deter cheating.

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