Adaptive Quiz System (A Case Study of Greater Height Schools)
Chapter One
AIM OF STUDY
The aim of this project is to design an adaptive quiz management system for greater height schools.
OBJECTIVES OF STUDY
Among the objectives of this research work, are:-
- To creatively construct new method for quiz; (adaptive quiz)
- Effective and efficient timely report
- To demonstrate the concept, ethics, methods and effectiveness of a computerized quiz
- To build mental alertness for students
- To increase level of smartness among the students.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
Almost all of the contemporary testing systems are applied as paper-based. There have been numerous studies to apply exams online and carry out the measurement and evaluation processes through computers since technological means such as computer and internet have been widely used in educational activities. In these exams, either students take tests on a printed document and place their answers on a sheet; or they answer them on a computer screen.
Besides, in these sorts of exams, all students are required to answer the same questions. Particularly during recent years, artificial intelligence applications toward comprehending human thinking process and copying this structure within the computer environment have been more prominent. The fuzzy logic, which is taken as an artificial intelligence at the same time and which enables modeling of human behaviors and even expressing the undetermined concepts in mathematical form, has been a method that is applied frequently with regard to the resolution of decision making problems. Education is one of the main fields where fuzzy logic is utilized. (Kinshuk et al., 2001).
Within the education process, a series of incidents that require decision-making can be encountered. Especially, during measurement and evaluation process, it is a challenging process, which requires a great deal of experiences to make the right decision and evaluate students properly. The issue of evaluating students’ performance without any mistakes has a structure to be modeled through fuzzy logic method because of indefiniteness and subjective scales contained (Karal & Çebi, 2011).
EXPERT SYSTEMS
The expert systems, searching for how well the computers get human conducted jobs done, is one of sub-branches of artificial intelligence programming science. An expert system is a computer software relying on knowledge and deduction to perform a hard task, which is supposed to be undertaken by expert people. It has a database consisting of information specialized in an expertise subject as it is similar to the competency of a person in a specialization area such as mathematics. Expert people obtain results by making logical deductions based on their knowledge in their specific area of expertise. Again, expert systems make deductions and reach results based on their information (Önder, 2003).
Expert system; is a computer software that can perform job in a complex system conducted by an expert person. These systems also can be referred as computer software with consultancy quality, which can perform expertise jobs requiring analysis, classification and diagnosis. They can handle irresolute problems by providing expert support and can bring solutions. Due to their structures, database interface and decision support systems can be employed at the same time (Önder, 2003).
CHARACTERISTICS OF THE ADAPTIVE EXAM SYSTEM
Received answers as results of an adaptive test application can be used in determining the next question or the question set. While certain amount of correct answers lead to the selection of questions with equal or higher level of difficulties; similarly, certain quantities of erroneous answers lead to the selection of questions requiring less competence. Thus, competence and developmental levels of individuals can be determined with fewer questions. Therefore, by individualizing exams, students are not required to complete whole question sets, which are not suitable to their development level (Wise and Plake, 1987).
Adaptive exams is the process of matching up of measured individual competence (talent) and item difficulty in the computer environment (Hambleton et al., 1991). In other words, the application is based on adjusting a test to the individuals’ measured competence level; and on application of different sets of test items due to an individual’s position in his/her measured characteristics (Weiss, 1988). In this case, each individual receives different tests with different difficulty levels adjusted to their competence level. Conventional tests are usually arranged to measure mean competence level. Adaptive test application provides an environment to reveal the best measurement of an individual’s competence level. A general adaptive test application follows the steps below (Lord and Stocking, 1988):
- Competence level of an individual is estimated.
- Items, which can be good measures of that individual’s competence, are selected from the pool consisting of related parameters.
- The selected items are applied and scored, and the estimated competence level is reviewed.
- If the error in the competence estimation has reached sufficiently low level, the application is terminated; if not, turned back to the second step.
TYPES OF QUIZ
Dyke K. (2001), defines quiz as a mental, physical development of human obtained which increases level of exposure and result in total advancement. Dyke further explains in his book called quiz as a mental development and that quiz deals with movement from one region to another in so doing exposing one to different languages. The generally accepted quiz definition was put forward in October (2003), where quiz was defined as an empowerment, development, exposure at different societal level, motivator, increasing level of confidence and national growth.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, various sources of data collection methods and analysis of the current and the proposed system are discussed and the research methodology.
Research methodology talks about the procedure, method or approach adopted. In other to attain quiet a reasonable acceptance of the research work, we made use of the internationally accepted software engineering model, which is Waterfall Model
This strategy is often referred to a process model or a software-developing paradigm.
The steps of waterfall model are:
- Requirement Definition
- System and Software Design
- Implementation
- Integration
- Operation and Maintenance
ANALYSIS OF THE EXISTING SYSTEM
The existing system in [school] is a standalone application where the participants pick a number then the teacher calls out the questions and at times writes it out on the board for the participants to answer.
In the early days, it was the most popular methods of assessing student. Still now, the system is quite popular to the students as well as to the teacher.
OVERVIEW OF PROPOSED SYSTEM
In the proposed system, the user name and the password are the keys of the system to identify a specific student. Since any person with the user name and the password is considered to be authorized to access into the system, the information security is critical. The administrator makes use of the student admission number as his username and the student’s surname, as his password.
A facility level is assigned to the each question according their difficulty (hard and easy). For the question selection, binary-tree technique algorithm is employed.
This algorithm works in the way below:
- Among the questions in the relevant subject, a question with hard difficulty level difficulty is asked first
- If student answers the question correctly, the next question continues on the same level of difficulty (i.e. hard).
- If the student answers the question erroneously, the next question will be from easy difficulty bracket
For the system to work perfectly, there are essential threshold values required to be used in the algorithm such as:
- The maximum amount of question,
- The maximum time to be spent
- There must be sufficient amount of questions (on the same difficulty level) prepared to reduce the probability to face the same question to the acceptable level.
CHAPTER FOUR
SYSTEM TESTING AND IMPLEMENTATION
INTRODUCTION
System testing of software or hardware is testing conducted on a complete integrated system to evaluate the system’s compliance with its specified requirement while implementation is the process of defining how the system should be built ensuring that the system is operational, used, and meets quality standard.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
This paper discusses a quiz system with adaptive features, which are added. This paper focuses on the major components of adaptive features and techniques to implement the adaptive component. Adaptive quiz system consists of three main components: student model, domain model and adaptation model. The student model describes the student’s knowledge, and the domain model is the domain of student teaching, while the adaptation model consists of a set of rules that define the user action. This adaptive quiz system becomes a system of student assessment based on skills, knowledge and preferences of each learner.
CONCLUSION
By implementing Adaptive Questions technique, a dynamic sequence of questions is generated depending on the student’s responses. In other words, the student answer determines the next series of the questions. The process to determine which questions to trigger next, is setup by the teacher. Therefore, adaptive questions techniques are a highly structured quiz, setup by the teacher which implements the concept of IF <condition> THEN <action> rules.
In addition, there are three main model involved in order to implement the adaptive quiz, which are student model, domain model, and adaptation model. Student model is a model that keep all the student information, domain model is a knowledge representation of the student model and the adaptation model is a model that consists of a set of rules that defines the user action and triggers that defined the results from the user action which later on need to be updated in the student model.
RECOMMENDATION
The researcher recommends the addition of the features of this adaptive quiz system to improve the functionality of this system such as adding support for questions or answers in the form of drawings or special symbols, student result history should be presented in graphical for easier interpretation, and support to load a batch of questions instead entering the question one by one.
REFERENCES
- Dyke K. (2001); Design and Implementation of Online Adaptive Quiz Systems. Retrieved from https://www.researchgate.net/publication/0626789 on June 20, 2018
- Hambleton et al., (1991). Computer Adaptive Testing. Retrieved from https://www2.hawaii.edu/~daniel/irtctt.pdf on June 4, 2018
- Karal & Çebi, (2011). Design and Implementation of Online Adaptive Quiz Systems. Retrieved from https://www.researchgate.net/publication/271062679 on June 20, 2018
- Kinshuk et al (2001). Adaptive Hypermedia and Adaptive Web based Systems. Retrieved from https://pdfs.semanticscholar.org/4397/2697c48bb0dbfe3ca1205d1 on June 19, 2018
- Lord, J & Stocking Y (1988); Practical Issues for Modern Adaptive Testing Items. Retrieved from https://files.eric.ed.gov/fulltext/ED385551.pdf on June 4, 2018
- Önder, H (2003). Design and Implementation of Online Adaptive Quiz Systems. Retrieved from https://www.researchgate.net/publication/2766987 on June 20, 2018
- Weiss, D (1988). Application of Computerized Adaptive Testing To Solving Problems. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1745-3984.tb01040.x on June 31, 2018
