SAN Project Thesis

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M.Sc. Project – Assessment Form

M.Sc. Project Assessment Form

Student Name:

Student Number:

First / Second Examiner:(Delete as applicable)

CRITERIA MARK

Scientific approach (A total of 15 marks)*

Justification for mark / Comment**

Fulfilment of Aims and Objectives (A total of 20 marks) *


Quality of the thesis and Viva (A total of 15 marks)*


Critical Subject Awareness (A total of 15 marks)*


Systems / Methods Developed (A total of 20 marks)*


Critical Evaluation and interpretation of the results (A total of 15 marks)*


*Minor defects in any of these areas can be addressed in the viva** Staff may add additional comments overleaf

TOTAL =

(out of 100 marks)

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INTELLIGENT PERSONALISED E-TOOL

BY

Rohit Garise

M.Sc. Computer Science

Enrolment No 08003831

First Supervisor Fiona Carroll

Second Supervisor Daniel Cunliffe

2008-09

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University of GlamorganPrifysgol Morgannwg

Faculty of Advanced Technology

STATEMENT OF ORIGINALITY

This is to certify that, except where specific reference is made, the workdescribed in this project is the result of the investigation carried out bythe student, and that neither this project nor any part of it has beenpresented, or is currently being submitted in candidature for any awardother than in part for the M.Sc. award, Faculty of Advanced Technologyfrom the University of Glamorgan.

Signed...........………………………………………………………...

(Student)

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Abstract

Assessment has always been the most important way of measuring the human skills. Theinvention of computers has entirely changed the field of assessment. E-assessment is one suchdevelopment. Most of these developments concentrated on the learners existing skills andunderstanding abilities but failed to ripen his personality and confidence.

This study intents to improve the learners confidence and thrives to create a self awareness by

implementing the concepts of intelligent systems and personalisation as developmental toolsin the field of E-assessments. Based on the structure of E-assessment and its developmentalindicators, a new structure for E-assessment is being introduced which resulted in theevolution of personalised intelligent tool.

Confrontational techniques adopted for the evaluation of the tool helped in achieving theintended objective.

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Acknowledgements

I would like to express my gratitude to my project supervisor, Dr. Fiona Carroll, for her support and encouragement. I would like to thank her for important suggestions that helpedme complete my work without any difficulties. Her support and guidance ensured thesuccessful completion of my research project.

I would like to thank the University of Glamorgan for providing all facilities needed tocomplete my work.

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CONTENTS

Page No

Abstract 3

Acknowledgements 4

Chapter 1

1.1. Introduction 9

1.2. Aim & Objectives

9

1.3. Project Outlines 9

Chapter 2

Literature Review

2.1. Introduction 10

2.2. Assessments & E-Assessments 10

2.2.1. What is Assessment? 10

2.2.2. What is E-Assessment? 11

2.2.3. Types of Assessment 13

2.2.3.1. Summative Assessment 13

2.2.3.2. Formative Assessment 14

2.2.4. Feedback 15

2.3. Personalisation 16

2.3.1. Intelligent Personalisation & E-Assessment 16

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2.4. Conclusions 17

Chapter 3 Page No

Design & Development


3.2. Phase 1

17

3.2.1. Initial E-Assessment Tool 18

3.3. Phase 2

20

3.3.1. Introduction

20

3.3.2. Main Screen

20

3.3.3. Description of On- Screen Options

22

3.3.3.1. About Us Tab 22

3.3.3.2. Take Test Tab 22

3.3.3.3. Contact Us Tab 23

3.3.3.4. Registration Screen 23

3.3.3.5. Multiple Tabs

24

3.3.3.6. Multiple Registration buttons

24

3.3.3.7. User Log In

25

3.3.3.8. Assessment Screen

26

3.3.4. Admin Screen & Options

30

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3.3.4.1 Add Test screen 31

3.3.4.2. Add Questions screen 31

3.3.4.3. Addition of child questions 32

3.3.4.4. View Questions Screen 32

3.3.4.5. Manage Users Screen 33

3.4. Phase 3

34

3.4.1. Introduction 34

Page No

3.4.2. Xampp

34

3.4.2.1. Database Tables of IE-Tool 37

3.4.2.2. Xampp Control Panel 38

3.4.2. Sql Query samples used to create the Tables in Database

39

3.4.2.1. Quiz Table 39

3.4.2.2. Security Question Table 39

3.4.2.3. Insert Query 39

3.4.3. Php Code Snippets

39

3.4.3.1. Database Connection 40

3.4.3.2. Database Configuration 40

3.4.3.3. Login 41

3.5. Test 1 42

3.5.1. Introduction 42

3.5.2. Participants 42

3.5.3. Results 43

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3.5.4. Analysis & Evaluation Conclusions 43

3.5.4.1. Code Snippet for Manage Test option 43

3.6. Conclusions

50

Chapter 4


4.2. Methods

51

4.2.1 Open Format 51

4.2.2 Closed Format 51

4.2.3. Likert Scale 53

Page No

4.2.4. Quantitative Questions 53

4.2.5. Qualitative Questions 53

4.3. Participants

55

4.4. Procedure 55

4.5. Results 55

4.6. Analysis 56

4.7. Conclusions 57

Chapter 5

Conclusions 57

6. References 58

7. Appendices

7.1. Project Log Book 64

7.2. Feedback Forms 68

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Chapter 1

1.1. Introduction

The ability of the human to understand and apply the skills has always been measured usingthe assessments. Many forms of assessments that are in existence today help the teacher

assess the student’s skills but they fail in providing the precise idea about the learner’s levelof understanding and area of development.Most of the E-assessment tools concentrate on the learners existing skills but not ondevelopment of those skills. This project adopts a different approach towards the E-assessment field. It adopts a personalised approach towards the assessments. It aims todevelop a tool that would help investigate the learner’s ability to understand better about thetopic. This project looks at the E-assessment tool from the learner point of few and seeks toimplement the personalisation concept to the E-assessments.This chapter discusses about the aims and objectives of the project. It also outlines thecontents of the later chapters of the thesis.

1.2. Aims & Objectives

The main aim of the project is to build an Intelligent E-Assessment which is totally personalised and dynamic driven. Most of the E-Assessment tools involve a questionnairethat decides whether the user has gained any information or knowledge about thequestionnaire topic. This project aims to create a tool that has the same functionality of thestandard e-assessments with certain added features of intelligent systems and personalisation.

This project aims to implement the concept of personalisation to the E-assessment field. Itsobjective is to develop an E-assessment tool that would be totally personalised and wouldhelp the leaner in gaining self awareness and confidence. It aims to build a new type of E-assessment tool that would help the user in better understanding of the topic.

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It aims to discuss about the various types of E-assessments that are in existence along withthe different format of questionnaires utilised for the purpose of assessments. It also aims toimplement the concept of intelligent systems to E-assessments.In summary, this project aims to build an intelligent personalised E-assessment tool. The

projects objective is to help the learner gain confidence and excel in his area of interest with

the implementation of concepts of intelligent systems and Personalisation.

1.3. Project Outline

This project outlines the different forms of e-assessments that are in existence today alongwith questionnaire formats. This project looks at the concepts of personalisation andIntelligent systems and also implements it to the field of e-assessment. It also looks at theliterature of the E-assessment field. It also informs about the better forms of E-assessment. Italso looks at design and development of the tool along with the code snippets involved in theconstruction of the tool. It also looks at the methods that were adopted in order to gain thefeedback in the evaluation process. It also looks at the procedure carried out in the evaluation

process of the tool.

LITERATURE REVIEW

2.1. Introduction

The humans have always adopted a nature of evaluating and comparing themselves withothers and others with many others by considering their skills as the measuring factor. This

process has been named and applied diversely in many fields.Education is one such field which helps the learner who is a part of the system to enhance hisabilities and achieve the optimum level of performance. The skill level of a learner is valued

by a factor which is known as Assessment. The end result of the assessment acts as areference to the evaluator to determine whether or not the intended outcome has beenachieved or not. These outcomes are used as a reference to improve the effectiveness of theeducational system. It also provides the evaluator with the ways to improve the impact of theeffectiveness of the system and learning skills of the learner. One such factor is

personalisation.

Personalisation in general is a technique of gaining control and providing more choice in a particular scenario. The proper utilisation of this factor on the assessment pattern would resultin better outcomes and improvement of the educational system.This chapter will investigate in detail the concept of assessment and e assessment, looking atformative, summative forms of assessment. It will also explore the idea of personalisation.In summary, the aim of this chapter is to discuss the current trends in

assessment and E-assessment and then to highlight the potential of a

personalised e-assessment tool.

2.2. Assessment and E-Assessment

2.2.1. What is Assessment?

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The term assessment tends to have many alternative meanings when looked at various fields.Assessment in education is generally defined as evaluation of knowledge and skills of learners after being subjected to a process of learning for certain time period.Among the various types of assessments, the two major types are identified as

• E-assessment

• Paper based assessment.

Paper based assessments can be defined as the assessments which enable the learners to work and answer the questions on a paper. This can be identified by instructors as a writtendocument which evaluates the skills and level of understanding of the learner.Paper based assessments are the first form of the assessments that were applied in all fieldswhich require testing the skills of the learners. Until the E-assessment term came intoexistence. The word E-assessment has changed the whole outlook of a paper basedassessment.

2.2.2. What is E-Assessment?

E-assessment is defined as the process of assessment which involves the application of computer technology for assessing and recording the response of the learners.It is one of the major forms of assessment that has been adopted by most of the educationaland industrial sectors and also gained impressive results. The computer technology haschanged the whole phase of assessment.

E-assessment is a generic term for the assessments that involve computers or internet. Theconcept of E-assessment has its roots from the early 1960’s.The first ever automated assessmentapplication known as automatic grader was designed to test the code supplied by the students as

per the assessment. The application was able to assess and grade number of student’s assessmentswithin a short span to time. The introduction of the World Wide Web (www) certainly changedthe way learners could look at the assessment. The web enabled the examiner or the graders touse internet as a powerful tool for conducting the assessments online which are generally termedas Online Assessments. From early 1990’s web based assessments were considered and thus theresearchers have led various developments and experiments in this field. Currently fewinstitutions have adopted the online assessment patterns for assessing the students.The Assessment process that is being adopted by many of the institutions has to be revived andthe application of ICT for assessments has to be introduced.

According to Tomlinson Report (2004), the number of students that are aged from 14-19 are

subjected to certain traditional patterns of assessments without much exposure to thecomputing technology. This results in a very few students being able to be on terms with thecurrent technological boom the market is in. So, there is a need for e-assessment tools to beexercised in the schools. Derek Rowntree, 1987 a teacher by profession suggested hiscolleagues to be innovative in the assessment methods.

Though the introduction and application of E-assessment concept in various fields is not easyto imagine but has many advantages over the traditional paper based approach, which can beoutlined as follows

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• Reduces the cost of assessing in terms of both finance and time.

• The amount of stress applied on the teacher in terms of marking is

greatly reduced.

• It enables the students to get additional assessments such as retaking the

exam or practice.

• The freedom of learning can be achieved if ICT facilities are provided

sufficiently.



According to a survey by John Dermo, he suggested that most of the students who underwentthe survey of whether e-assessment is to be considered as a form of assessment responded

positively. His research yielded several responses of the students concerning the e-assessmentfactor which turned out to be positive in most of the cases. According to a report by JoannaBull and Myles Danson, the application of computers and technology for assessments waswidely discussed.

According to a case study conducted by Denise Whitelock, he outlined the complete cycle of e-assessment which is shown in the following figure

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The figure clearly describes each particular stage in the development of the e-assessment. Thefirst stage in the cycle is motivation which is developed from previous experiences to result in

betterment of the existing form of the assessment.The next 3 stages in the cycle are design, creation and testing which are repeated forms of development and are subjected to change very often. The evaluation and feedback factors inthe cycle are also described as repeated cycles of development which act as the factors thatimpact the next stages of design and creation of a better form of assessments.

E-assessment may have certain advantages over the traditional based approaches but there aresome weaknesses which have been the centre of debate for many conferences on e-assessments. Some of them are outlined as follows

• The examiner may need to put in a lot of effort and trainin

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• The examiner may need to put in a lot of effort and training to set the questions for the

assessment.

• They might need to put in a little more effort for designing marking scheme as well.

• The reduction in the time intervals and cost associated with these patterns may not

yield better results always.

• The security and privacy of this pattern of examination cannot be assured a cent

percent.

• The dependency on the computer’s hardware and software is a very high on this





get the feedback during his assessment or after the assessment. This has been supported byBull and McKenna Report (2004).Formative assessment has certain advantages over the summative format which can be listedas follows

Several authors and researchers have suggested the formative assessment as one of the bestway to improve the learners self awareness and performance. One of the major advantages of this format is the feedback.

Formative assessment has certain formats of its own kind which are being applied to manyfields. They are namely

• Selective response format

• Constructive response format

Selective Response E-assessment is a type of assessment in which the user is being providedwith questions along with a choice of selection of possible answers. The student has to pick the right answer among the options provided in the assessment. This format of assessment iswidely known as the multiple choice format. Several types of multiple choice format examshave been designed to assess the skills of the learner. One such type is the sequencing wherethe user has to arrange the options in order of occurrence. The other format which is quitewidely used is multiple choice questions with more than one answer to it. Here the user has to

pick more than one correct option.

Constructive Response E-assessment is type of assessment which involves user to constructthe answer for a question. The student is provided with some data which can be either textualor diagrammatic and will be assessed on the basis of the answer he provides.This format of exam if applied to the automated feedback system then the level of successwould be very low. The student can construct the answer to his own will and in order toassess such type of e-assessment the tutor has to spend a lot of time in marking theassessments.

The selective response format of assessment has several advantages over the constructiveformat and can be listed as

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• This format ensures feedback to the learners apart from providing grades as done by

the summative format.

• Formative assessments always result in motivation of students.

• Due to its approach towards student’s skills the formative assessment ensures to

evaluate the strength and weakness of the students.

• Due to the feedback provided during this format of assessment the student gains



According to Nicol & Macfarlane-Dick, 2006 the multiple choice questions can be applied toenrich and develop the learners self awareness.Though the selective response has been successful in various fields, it has some

disadvantages too.The designing part of the questions for this format of assessment is not easy at it seems. Thelevel of knowledge of the student on a certain topic cannot be tested completely or in depth inthis format. Due to its format of picking the correct answer among the wrong one’s thestudent may not be sure of an answer and may guess an answer correctly which in turn wouldresult in misconception from the tutor’s perspective. Here the student may guess the answer correct which results in tutor not being able to identify the weakness of the student pertainingto certain topic. The format of the answers has to be multiple choices in selective responseformat of assessment. The automated marking system for this format of assessment would not

be able to mark other formats of answers, which can be either textual or diagrammatic.Though it has some areas that need development the selective response e-assessment formatis considered highly successful due to its ease of application to any field.

2.2.4. Feedback

It is defined as the performance report of a student after being evaluated. According toRamaprasad, (1983) & Sadler (1979) feedback is defined as the information used to modifythe gap between the current levels of performance of the learner to the standard levels .Theterm feedback is considered as one of the major factors that strengthen the formativeassessment. Feedback is very critical and useful for improving learner’s performance.Feedback gives student an idea about his level of understanding a certain topic and his skills

regarding it. As suggested by Stephen Chappuis and Jan Chappuis the importance of formative assessment lies in how the student and teacher use the feedback as an opportunityfor real time teaching and constant teaching at every available point of study.According to Nicol and Macfarlane-Dick (2006) if the feedback principles they suggested areimplemented properly then would result in enhancing the performance and developing a newapproach from the learner’s perspective.Thus feedback is considered a very important factor which distinguishes formativeassessment from rest.

2.3. Personalisation

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• The time factor for marking is greatly reduced.

• The marking scheme is totally consistent.

•

This type of format can be applied to a wide area of curriculum.

• The tutor and the student would have no difficulty in picking the right answer while

marking and answering the questions.

• This format is highly successful when applied to groups with large number of students.



2.3.1. Intelligent Personalisation & E-Assessment

The term personalisation when considered in the education perspective would be referred toas the ensuring the development of each and every student irrelevant of their background andskill levels. The Teaching and Learning 2020 review (2007) suggests that a well designed

responsive approach to a learner would ensure their progress and development along withdeveloping a strong link between learning and teaching.The students at every stage of learning need to be supported to ensure their complete

participation and success. According to the key findings of JISC the e-assessment pattern can be totally personalised and applied in a very effective way. A Future lab research suggeststhat personalisation can be applied in an effective way to design a system capable of developing the learner’s skills and reshaping them to help reach their full potential abilities.According to a report by Josie Fraser, she identifies three types of personalisation namely

• Adaptive Personalisation

• Customisation

• Dynamic Personalisation

Adaptive personalisation is referred to as providing the pre designed feedback to the learnersafter being subjected to various forms of assessments.Customisation is defined as the ability of the learners to customise the tasks according to their

preference and standards. All the tasks in this scheme of personalisation are pre determined.Dynamic personalisation is referred to as learner being able to perform crude level activitiessuch as create, delete and update the personalised tasks. It is more of a learner type of

personalisation where the learner along with the system would be able to design the taskswithin his context. The three types of personalisation’s can be applied to various fields of assessments. But adaptive personalisation is the major type that is adopted by most forms of institutions and assessment systems.Adaptive personalisation when seen from an e-assessment perspective yields better resultswhen compared with other types of personalisation. When the learner is subjected to a task the system has pre determined feedback which can be altered according to the learner’s levelof understanding. The continuous feedback to the learners helps in improving his

performance and gaining complete knowledge about the areas of development .The wideresearch about the application and development of the adaptive systems suggests the need for a better system that would be capable of gaining the confidence and developing the self

awareness of the learner.

The term intelligent systems according to Wilfried Honekamp, is the organisation of resources and procedures together which are to be regulated by mutual dependence or interaction in order to perform certain specific functions. In my opinion, this unique ability of the system and its resources along with personalisation can be applied to educational systems.Personalisation in the true ‘intelligent’ sense of the term is something that hasn’t been appliedto the concept and design of e-assessments. While the adaptive personalisation is the major type that is adopted by most forms of institutions and assessment systems.In my opinion, the ‘intelligent’ personalisation when seen from an e-assessment perspectivehas the potential to yield better results when compared with other types of personalisation.

For example when the learner is subjected to a task the system has pre determined feedback which can be altered according to the learner’s level of understanding. The continuous

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feedback to the learners helps in improving his performance and gaining complete knowledgeabout the areas of development.

2.4. Conclusions

This chapter discussed about the concepts of assessment and e-assessment. It also outlined thedifferent forms of assessments and how it can be improved to ensure better learning facilitiesand results to students. How the term intelligent personalisation can be applied to the e-assessment to facilitate development of learning skills of the learner along with increased self awareness is also discussed. This chapter also concentrated on the diverse forms of

personalisation and concludes with defining the better form of it. It also defined how aneffective feedback can ensure the development of a learner resulting in the increase of self confidence. It concludes with the aim to define and design an intelligent e-assessment toolwhich has the ability to encourage personalised learning and development.

Design & Development

3.1. Introduction

The intelligence term associated with the personalised e-assessment tool has to be put to work by considering diverse types of existing e-assessment tools. The concept of adaptive personalisation combined with e-assessment can be utilised to develop a simple but veryeffective assessment tool.

This chapter discusses about the design and development of the intelligent personalised e-assessment tool. It discusses about the existing e-assessment tools in the market. It depicts thedesign procedure of the e-assessment tool along with the image descriptions. It also describesthe stages of development of the tool along with the techniques and code used to develop it.This chapter also compares and discusses about the initial and final stages of developmentalong with their results. In summary, this chapter aims to explore the existing e-assessmenttools. It also investigates the various developments the tool underwent in the process of itsconstruction.

3.2. Phase 1

Computers today have become one of the major sources for information and learning.Various tools have been implemented over the computers to help the user in terms of learningand testing his skills, such an experiment was e-assessment. E-assessment tools right nowhave been utilised to teach and develop the user skill sets. Internet has been utilised as the

basis of communication between the teacher and the learner.Today wide varieties of e-assessment tools exist in the World Wide Web. Figure 1 belowdepicts the basic type of e-assessments that are in use today.

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Figure 1

Figure 1 depicts an online quiz format where the user is being prompted multiple questionson the same screen. The user has to select one of the options provided with the question. Thisformat of e-assessment can be classified as “Feedback at the end” where the user is not awarewhether the option he chose is the right one or not until the end of quiz. The feedback of the

quiz would be provided at the end of the test with a certain score. These types of toolswouldn’t help the user to gain any knowledge or confidence about the field from which thequestion is being prompted.The skill ability of the learner hugely depends on his confidence level as well. So, the needfor a better format of e-assessment tool is high.

3.2.1. Initial E-Assessment Tool

This chapter discusses about the design of the initial format of the e-assessment tool. Figure 2depicts the layout of the tool.

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Figure 2

It basically consists of ten multiple questions where the user is provided with four options for each question from which he is to pick only one.Figure 3 refers to the initial format of the e-assessment tool but with a ‘Get Result’ optionwhich the user has to click after the completion of questions. Figures 2 & 3 refer to figure 1

which is the basic format of the E-assessment tool.

Figure 3

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3.3. Phase 2

3.3.1. Introduction

This chapter discusses about the layout, design, content of the Intelligent E-Assessment tool.

Each figure in this chapter is the snapshot of the tool. It also provides the description of eachand every option that is present in the tool.

3.3.2. Main Screen

Figure 4 represents the main screen of the tool which appears when the user try’s to accessthe tool.

Figure 4

The main screen consists of four major frames .Each frame represent different parts of thescreen. The top frame of e-assessment page consists of the heading ‘E-assessment’ along withcertain options such as ‘Login’ &‘Register’. The description of all the options is provided asthe chapter follows. Figure 5 illustrates the screen shot of the top frame of the main screen.

Figure 5

The side frame consists of four options one among which is also available in the top frame.The rest of the options are ‘Home’, ‘About us’ & ‘Contact us’. Each of these options are beendetailed in the later parts of the chapter. Figure 6 depicts the snap shot of the side frame of themain screen of the tool.

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Figure 6

The centre frame of the screen consists of the definitions of the IQ along with its brief literature. The centre frame is named as’ Home’. Figure 7 depicts the snapshot of the centreframe of the main screen.

Figure 7

The bottom frame of the screen consists of all the options that are present in the side tab alongwith two more options as ‘Privacy’ & ‘Terms and Conditions’. It also consists of thecopyright tag at the bottom of the frame. Figure 8 illustrates the bottom frame of the mainscreen.

Figure 8

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3.3.3. Description of On- Screen Options

3.3.3.1. About Us Tab

Figure 9

Figure 9 depicts the about us screen of the tool. This screen would be displayed if the user clicks on the about us option on the left hand side menu on the screen as pointed in the figure9. This page provides the information about the history of the measured intelligence along

with facts& figures of IQ.

3.3.3.2. Take Test Tab

Figure 10

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About Us

Take a Test



Figure 10 illustrates the screen that appears when the user clicks on ‘take a test’ tab option onthe left hand side menu of the tool. It prompts to enter the email id and password which was

provided to the tool while registration. The user has to login in order to take the test. Thelogin option on the screen would also provide the same functionality.

3.3.3.3. Contact Us Tab

Figure 11

Figure 11 depicts the screen that appears when the user clicks on the ‘contact us’ option provided on the left hand side of main screen of the tool. This page can be accessed in case of if the user has any feedback or FAQ’s regarding the tool.This page consists of four text fields with a send message button at the bottom. The page

prompts the user to enter name, email, subject of the issue and message. The send message button would be accessed after the user has entered all the data into the text fields. This eventwill send all the information entered in the text fields to administrator.

3.3.3.4. Registration Screen

Figure 12 depicts the registration screen of the tool. It appears when the user clicks on theright hand top side of the screen. The user has to register in order to take the test. Once theuser completes the registration process the tool recognises the email id and password

provided during this process.

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Contact Us



Figure 12

It prompts the user to enter the name, email id, password fields which are marked compulsorydenoted by ‘*’ sign. The DOB field which denotes the date of birth and the gender fields are

optional in the tool. The rest two options are security question and answer to it which ismarked as compulsory. The ‘*’ sign means the user has to provide data to the fields in order to complete the process of registration. This data would be useful to identify a user uniquelyin the database.

3.3.3.5. Multiple Tabs

Figure 13 depicts the multiple tabs provided at the bottom of the screen for ease of accessibility to the user. This part of the screen consists of the common options which arealready described in the initial stages of this chapter.

Figure 13

3.3.3.6. Multiple Registration buttons

Figure 14 depicts the other user registration button that appears when the user clicks on thetake a test button or login button on the screen instead of registration. Its purpose is tominimize the complexity of the tool and maximise the ease of accessibility of the options.The click event on new user button navigates the user to the registration screen of the tool asdescribed in figure 12.

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Register



Figure 14

This screen consists of two text fields namely email id and password along with a login button and a new user option. The user can login once the right email id and password are provided to the tool.

The user has to enter the right email id and password in order to login to the tool and take thetest. Failure in providing the right information would result in invalid login. i.e. user wouldnot be able to login and the tool would prompt the user to enter the right email and passwordas illustrated in figure 15.

Figure 15

Figure 15 illustrates the page which appears if user enters wrong email id and passwordduring the login process. The text highlighted in red on the page is prompting the user to enter

the email id and password in the proper format.

3.3.3.7. User Log In

Figure 16 depicts the screen that appears if the user has successfully logged in. The user account screen has options namely logout and my account.The option My Account navigates the user to main screen of the tool which is displayed whenthe user accesses the tool.

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My Account

New User

Logout



Figure 16

The log out option when accessed would successfully log out the user. When the user entersright login information, the tool navigates the user to the driving test screen. The user caninitiate the test by clicking on the driving button highlighted in red colour.

3.3.3.8. Assessment Screen

Figure 17 depicts the layout of the question. The user is provided with only single question onthe screen along with ‘Next’ option which has to be used to move to next question.

Figure 17

In Intelligent E-Assessment tool the following question represents a ‘Parent Question’ whoselevel of difficulty is high.

Figure 18 represents three question which are named as ‘Child Questions’ .If the user answersthe parent question wrong, the tool would prompt to answer three child questions related tothe parent question prompted by the tool.

All the three child questions provided would be related to the parent question prompted toanswer by the tool initially. The user is provided with ‘Proceed’ option which is to be usedafter the completion of all the three child questions.

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Figure 18

After the user is done with all the 10 questions, the feedback would be in this form depictedin figure 19. It consists of all the 10 parent questions and their answers and also prompts for the questions which the user got wrong and which user got right.

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Figure 19

The following scenarios depict the complete flow of the e-assessment tool. Each scenariodescribes different stages of user’s interaction with the e-assessment tool.

Scenario 1The following screen appears if the user is not successful in answering the hard or parentquestion wrong as illustrated in figure 20.The text box in red text alerts the user that the previous question was wrong and prompts theuser to have a go at more questions that would help in gaining some knowledge about thehard question or gaining some confidence before answering the next question.

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Figure 20

Scenario 2

The following screen appears when the user is unsuccessful in answering the next three easyquestions as well. i.e. when the user answers the parent question wrong the tool navigates tothree more easy questions which help in gaining knowledge about the previous question. Butif still the user does not succeed in answering the three easy questions then tool navigates tothe following screen with yellow text highlighted as illustrated in figure 21.

Figure 21

Scenario 3

The following screen appears when the user answers the hard question right for the first timeitself.

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Alert



Figure 22

Scenario 4The following appears when the user answers all the three easy questions right and the toolnavigates to previous screen where the user is provided with another opportunity to get the

previous hard question right.

Figure 23

3.3.4. Admin Screen & Options

The following screen depicts the admin screen. It provides the admin with both update anddelete options. The admin is also provided with the options to add questions to the existingtest or add a new test all together. All the previous tests are stored in the database and can beaccessed at any point of time. Figure 24 depicts the manage test screen where the admin hasthe options to add or delete questions from the existing tests.

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The highlighted yellow text in the screen informs the user that thehard question was answered right and prompts to have a go at thenext hard question.

The tool informs the user that all the three questions wereanswered right and prompts to have a go at the previoushard question again. The text is highlighted in green withyellow back ground.



Figure 24

3.3.4.1 Add Test screen

Figure 25 depicts the screen which appears if the admin clicks on the add test option providedwith the tool. The text field refers to the name of the new test that is being updated in thedatabase.

Admin needs to enter the name of the test in the text field and click on the button Add Testwhich would result in the addition of new test to the database.

Figure 25

3.3.4.2. Add Questions screen

Figure 26

Figure 26 illustrates the screen that appears when the admin clicks the add questions option.The e-assessment tool provides the admin with an option of selecting any other types of teststhat are already being stored in the database. The Test field provided in the tool is a dropdown menu where the admin can select any test present in the database. The Related questionfield is a text field that prompts the admin to enter the question that is to be added to the test.The gender option is provided to ensure what types of questions are suitable to user types.The answer option is a check box where admin has to set the right option for the question by

selecting the right option.

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The score option determines the score for that particular question. The next four text fields prompt the admin to enter the text that is to be displayed for the four options of the question.It also consists of a add button whose event of clicking would result in addition of that

particular question to the selected test.

3.3.4.3. Addition of child questions

Figure 27

Figure 27 illustrates the option that is used to update or add a child question to a certain parent question. After the selection of certain test from the drop down menu of test field, theadmin is provided with an option of selecting a certain parent question from the relatedquestion field. Once the selection of parent question is completed the admin can complete therest of the options on the page and update the child questions pertaining to a certain parentquestion which is defined by the related question field.

3.3.4.4. View Questions Screen

Figure 28 describes the screen that appears when the admin clicks on the view questionsoption provide in the tool.

Figure 28

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The above screen depicts the group of questions that are already being added to a test. Theadmin has the options to edit or delete the existing questions in the database.Figure 29 illustrates the screen that appears when the edit option is being selected to a certainquestion.

Figure 29

The figure defines the question, age, gender, score, answer and the options of that particular question which is to be updated. The admin can change the data related to any of the fields

provided on the screen. After the completion of data entry into all the fields of view questionsoption, the admin can update the question by just clicking the update button provided at theend of the screen.

3.3.4.5. Manage Users Screen

Figure 30 illustrates the manage user screen that appears when the admin clicks the manageusers option on the admin screen. Admin can edit or delete the data related to any user registered with the tool. The manage users screen displays the username denoted by uname,user email id denoted by uemail, user password denoted by upassword, date of birth denoted

by udob and the gender of the user which is denoted by ugend.

Figure 30

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The edit screen is illustrated in the following figure 31. This screen displays all the datawhich the user has entered into the data fields during the registration process. After completion of all the data fields, admin can update the user’s information just by clicking onthe update button provided at the bottom of the screen. The screen also consists of a back option which navigates the admin to the previous screen which the edit and delete screen.

Figure 31

3.4. Phase 3

3.4.1. Introduction

This chapter discusses about the code and the tools that were implemented to create the tool.It also discusses about the iterative developments which the tool underwent in order todevelop into a complete functional tool. It also discusses about the snippets of php codeimplemented to create the layouts and the database configuration of the tool.

3.4.2. Xampp

Xampp is a web server which can be used to develop open source cross platform applications.It also acts as an interpreter to the code written in other web scripting languages such as Perland php.

Figure 32 depicts the screen shot of a Php my Admin software tool which is used to createand maintain Mysql databases.

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Figure 32

After logging into the local Mysql database, initially the database has to be created which isdone by using the create database option available in the phpmyadmin tool. Figure 33illustrates the creation of the database.

Figure 33

Figure 34 confirms the creation of database named as abcd. The text highlighted in green prompts to the user that a database abcd has been created.

Figure 34

Once the database has been created the next step is to create the tables for the database.Figure 35 depicts the screen shot where the tool is prompting that no tables have been foundin the database and it provides the user with an option to create new table for the database.

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Figure 35

In the process of table creation the user has to enter the name of table along with the number of fields for that table. Once the user has entered the required data the tool navigates the user to a next page where the structure of the table along with its attributes has to be declared.Figure 36 depicts the screen shot where the tool prompts the user to enter the fields andattributes of the table.

Figure 36

The tool is prompting the user to declare the fields, type of the fields, length of the fields etc.Figure 37 depicts the screen shot where the table has been created by the tool along with its

properties.

Figure 37

Figure 37 shows the highlighted green text prompting the user that a table abcd has beencreated along with its assigned properties.

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The above procedure is carried out for creation of all the tables in the database. The nextstage in the tool creation is to insert data into the database. This is illustrated by figure 38.

Figure 38

Figure 38 depicts the screen shot which appears when the user clicks on the insert optionavailable in the menu tab of the tool. When the user clicks on the insert option the tool

prompts the user to enter the function and value of the attributes that are assigned during thecreation of table.

Sql files can also be imported into the phpmyadmin tool. The Sql queries that are to beexecuted can be written and saved to a text file. This text file which consists of all the queriescan be directly imported by clicking the import option available in the menu options of thetool. Figure 39 depicts the screen shot of the import screen of the tool.

Figure 39

User has to choose the file to import and press submit. This results in the addition of the Sqlfiles on to the database.

3.4.2.1. Database Tables of IE-Tool

The following figure 40 illustrates the screen shot of all the tables that are included in thedatabase.

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Figure 40

The final developed tool is named as beta in the above figure 40. The tables that make up theintelligent e-assessment tool are options, questions, quiz, results, secquest and user. Any of the tables in the database can be updated or deleted. The structure of the each table and itsattributes along with the database structure can be viewed in the software.

3.4.2.2. Xampp Control Panel

The following figure 41 is a screen shot of Xampp control panel which is used to login andout of the local host.

Figure 41

The start and admin options are used to login to the local host server. The Mysql server adminis being implemented to create the database for the Intelligent E-assessment tool.

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3.4.2. Sql Query samples used to create the Tables in Database

3.4.2.1. Quiz Table

The following code is a sample code that is being implemented to create a table named quiz.

CREATE TABLE IF NOT EXISTS `quiz` (`qid` int(99) NOT NULL AUTO_INCREMENT,`qtitle` text NOT NULL,`qadded` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP ON UPDATE

CURRENT_TIMESTAMP,PRIMARY KEY (`qid`)

) ENGINE=InnoDB DEFAULT CHARSET=utf8 AUTO_INCREMENT=4 ;

The attributes and fields of the table have been mentioned in the code.

3.4.2.2. Security Question Table

The following code snippet has been implemented to create a table named security question.This table is used to create security questions that would be implemented during theregistration process in the database.

CREATE TABLE IF NOT EXISTS `secquest` (ùsecqid` tinyint(4) NOT NULL AUTO_INCREMENT,ùsecques` varchar(250) NOT NULL,PRIMARY KEY (ùsecqid`)

) ENGINE=InnoDB DEFAULT CHARSET=latin1 AUTO_INCREMENT=5 ;

The following code has been implemented to insert the data in to the table secquest.

3.4.2.3. Insert Query

The following code has been implemented to insert the data into the table secquest.INSERT INTO `secquest` (ùsecqid`, ùsecques`) VALUES(1, 'What is your birth city?'),

(2, 'What is your mother''s maiden name?'),(3, 'What was the name of your first school?'),(4, 'What was the name of your first pet?');The code clearly illustrates the types of security questions that would be displayed during the

process of user registration.

3.4.3. Php Code Snippets

The following section discusses about the snippets of Php code that was implemented in order to connect and authenticate to the database. It also discusses about the Php functions that are

being implemented in the tool.The Intelligent E-assessment tool has been designed on the basis of the session management

in Php.

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Session is defined as interaction between the database and the browser whom it is applied on.It is unique for every interaction. For example, if a user accesses the browser for the websitesthen it creates each session for every interaction. Even in the case of user interaction with theapplication, it creates sessions for every interaction.

3.4.3.1. Database Connection

The following code is implemented in Php to connect to the database.

<?php/* This program can be included in any program which needs a connection to the databaseserver ** It establishes a connection to DB server ** It selects a DB for use** These settings can be configured in dbsettings.php*/

include_once 'dbsettings.php';// Connect to database Server $dbConn = @mysql_connect(DB_HOST, DB_USER, DB_PASSWORD) or dbError(APP_ENV);@mysql_select_db(DB_NAME) or dbError(APP_ENV);?>The description of the code is attested in comments within the code.

3.4.3.2. Database Configuration

The following code is implemented to configure and connect the tool to the Phpmyadminsoftware.

<?phpdefine('DB_HOST', 'localhost');define('DB_USER', 'root');define('DB_PASSWORD', '');define('DB_NAME', 'Beta');define('APP_ENV', 'dev');/*** Function to display different DB error messages in different environments (live|

dev) ** 'live' - Non-descriptive standard messages** 'dev' - Descriptive error messages*/function dbError($env='live') {

switch($env) {case 'live':default:

die('Sorry, Server is not responding at the moment. Please trylater.');

break;

case 'dev':

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die('<div class="error">'.mysql_errno().' :'.mysql_error().'</div>');

break;}

}

?>

The code shows the error messages in case of any error while connecting to the database.These two sections of code are the initialised in order to connect and retrieve the data fromthe database using Php which is interpreted by software PhpMyAdmin.

3.4.3.3. Login

The following code is developed to create a login page and the comments in the code describethe functions of the certain parts of the code.

<?phpob_start();// if the user has already tried to login, and if there was any error in logging in, display

the error if(isset($_SESSION['error'])) {

echo '<div class="error">'.$_SESSION['error'].'</div>';unset($_SESSION['error']);

}// if the user has already logged in, set a session variable to show the status as logged

in// Redirect to home page, he cannot relogin when his session state is logged inif(isset($_SESSION['logged']) and $_SESSION['logged']===true) {

header('Location: index.php?page=home&pgtitle=HOME');}

?><head><script language='javascript' type='text/javascript' src='js/validate.js'></script><script>

function validateForm() {var valid = true;if(!validateEmail(document.loginForm.email.value)) valid = false;

if(!validatePassword(document.loginForm.pass.value)) valid = false;

// if there are any errors in page, make password and retype password fieldsempty

if (!valid) {document.loginForm.pass.value = '';showErrors('err');

}

return valid;}

</script></head>

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<form name='loginForm' action='includes/authenticate.php' method='post' onsubmit='returnvalidateForm();'>

<table id='tblLogin' align='center'><tr>

<td align='right'><span class='star'>*</span> Email Id: </td>

<td><input type='text' name='email' size='30'><span id='errEmail'class='err' name='err'></span></td>

</tr><tr>

<td align='right'><span class='star'>*</span> Password: </td><td><input type='password' name='pass' size='30'><span id='errPass'

class='err' name='err'></span></td></tr><tr> <td colspan='2' align='center'><input class='frmbtn'

type='submit' name='submit' value='Login'></td></tr>

</table></form><div id='lMenu'>

<?php$hmenu = array('New User'=>'index.php?

page=register&pgtitle=REGISTER');getMenu($hmenu, ' | ', 'loginMenu');

// header('Location: index.php?page=login');?>

</div>

These snippets of code are interpreted by the Phpmyadmin software and successfully connectwith Sql database. The above snippets of code are just a sample of codes that were beingimplemented in the creation of a robust application.

3.5. Test 1

3.5.1. Introduction

The following section discusses about the changes development stage underwent during thefirst stage of testing. It also discusses about the evolution of a basic tool to a totally

customisable intelligent personalised tool. It also discusses about the profile of the peoplewho were a part of testing the tool.

3.5.2. Participants

The initial testing procedure involved 4 participants who are different background. One was afemale and the rest male. The testing process was carried out by the comparative analysis of normal e-assessment with the intelligent e-assessment tool. The users were assessed with thesame questionnaire on both the tools.

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3.5.3. Results

The results of initial testing were three out of four participants were comfortable with theassessment and thought it was really interactive. They also felt that the e-assessment tool wasvery easy to use and helped them in gaining knowledge. But one of the participants was not

satisfied with the topic chosen for the assessment. The last participant had no experience inthe driving scenario. He wanted to take the assessment on any other topic which he is awareof.

3.5.4. Analysis & Evaluation Conclusions

The assessment was basically about the driving scenarios. The fourth person who took theassessment on the driving questionnaire had no idea about the driving scenarios. His questionwas whether or not he can go for any assessments other than driving since he had no drivingexperience.There the idea of customisable tool evolved. The feedback provided by the fourth participant

initiated the thought of addition of new functions to the existing e-assessment tool. In order toinclude a new assessment topic into the tool and update it in the database a whole new sort of approach had to be adopted. The customisation concept for the tool would surely make itmore exciting and advanced when compared to its present stage. The addition of few moreoptions like add test, view questions, edit and delete questions from the database through theapplication menu itself and addition of new questions were added to the existing e-assessmenttool.This resulted in the addition of few more functions to the existing tool. These newly addedoptions can be seen in figures 24, 25, 26, 27, 28, 29 of the previous sections. These figuresdepict the screen shots of the second stage of development of the tool. The functions provided

by the final e-assessment tool were discussed thoroughly in the previous sections of thischapter.

3.5.4.1. Code Snippet for Manage Test option

The following code implements the new functionality of adding new tests to the database of the tool. This code creates the option of managing tests which provides the admin to add testand update it.

<?php

require_once 'dbconnect.php';echo<<<quiz

<table width="500" cellpadding="5" cellspacing="5"><tr>

<td><span style="color:white;background-color:steelblue;padding:3px;"><ahref="./index.php?page=managetest&id=title" style="color:white;text-decoration:none;"><b>Add Test</b></a></td>

<td><span style="color:white;background-color:steelblue;padding:3px;"><ahref="./index.php?page=managetest&id=que" style="color:white;text-

decoration:none;"><b>Add Questions</b></a></td>

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<td><span style="color:white;background-color:steelblue;padding:3px;"><ahref="./index.php?page=managetest&id=edit" style="color:white;text-decoration:none;"><b>View Questions</b></a></td></tr></table>

quiz;if(isset($_POST['update'])){

$question = $_POST['question'];$age = $_POST['age'];$gender = $_POST['gender'];$option= $_POST['eoptions'];$answer = $_POST['answer'];$score = $_POST['score'];$qid = $_POST['qid'];

//print_r($_POST);$usql = mysql_query("update questions set qtext='".$question."',gender='".$gender."',age='".$age."',qscore='".$score."',qans='".$answer."' where qid='".$qid."' ");foreach($option as $key=>$value){$usql = mysql_query("update options set otext='".$value."' where qid='".$qid."' and oid='".$key."' ");}

echo "<script>alert('Questions Updated successfully..');window.location.href='index.php? page=managetest&id=edit';</script>";

}

/***********************************Inserting Questions

**************************************/

if(isset($_POST['add_question'])){

$question = $_POST['question'];$gender = $_POST['gender'];$age = $_POST['age'];

$parent = $_POST['parent'];

$option= $_POST['option'];$answer = $_POST['answer'];$score = $_POST['score'];$qtest = $_POST['qtest'];

//$spid = mysql_query("select pid from questions where quizid='".$qtest."' ");//$pid = mysql_fetch_array($spid);

$iquestion = mysql_query("insert into

questions(quizid,qtext,qscore,qans,pid,gender,age)values('".$qtest."','".$question."','".$score."','".$answer."','".$parent."','".$gender."','".$age."')");

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$squid = mysql_query("select qid from questions order by qid DESC limit 1");$quid = mysql_fetch_array($squid);foreach($option as $key=>$value){

$iquestion = mysql_query("insert into options(otext,ovalue,qid)values('".$value."','".$key."','".$quid['qid'] ."')");}//for($i=0;$i<=3;$i++){

//echo $option[$i];// $iquestion = mysql_query("insert into options(otext,qid)values('".$option[$i]."','".$quid['qid'] ."')");

//}

echo '<script>alert("Question added Successes fully....");window.location.href="index.php?

page=managetest&id=que";</script>';

}if(isset($_POST['title_submit'])){

$title = $_POST['title'];

$tinsert = mysql_query("insert into quiz (qtitle)values ('".$title."')");if($tinsert){echo '<script>alert("Test added Successes fully....");window.location.href="index.php?

page=managetest&id=que";</script>';}

}if(isset($_GET['id'])){if($_GET['id'] == "title"){echo<<<quiz<br /><div style="border:1px solid gray;padding:5px;width:500px;"><form method=post action="">

<table><tr><td><input type="text" name="title"></td><td><input type="submit" name="title_submit" value="Add Test"></td>

</tr>

</table></div>

</form>quiz;}elseif($_GET['id'] == "que"){

echo<<<quiz

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<script>var xmlHttp

function showUser(str){

xmlHttp=GetXmlHttpObject()if (xmlHttp==null){alert ("Browser does not support HTTP Request")return}

var url="includes/test_questions.php";url=url+"?q="+str //alert(url);//url=url+"&sid="+Math.random()xmlHttp.onreadystatechange=stateChanged

xmlHttp.open("GET",url,true)xmlHttp.send(null)}

function stateChanged(){if (xmlHttp.readyState==4 || xmlHttp.readyState=="complete"){document.getElementById("txtHint").innerHTML=xmlHttp.responseText}

}

function GetXmlHttpObject(){var xmlHttp=null;try{// Firefox, Opera 8.0+, SafarixmlHttp=new XMLHttpRequest();}

catch (e)

{//Internet Explorer try{xmlHttp=new ActiveXObject("Msxml2.XMLHTTP");}catch (e){xmlHttp=new ActiveXObject("Microsoft.XMLHTTP");}}

return xmlHttp;}

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</script><br /><div style="border:1px solid gray;padding:5px;width:700px;">

<form method=post action="">

<table><tr><td>Test</td><td><select name="qtest" onchange="showUser(this.value)"><option value='0'>Select Test</option>

quiz;$qsql = mysql_query("select * from quiz");while($qres = mysql_fetch_array($qsql)){$oid = $qres['qid'];$otitle = $qres['qtitle'];echo<<<quiz

<option value="$oid">$otitle</option>quiz;}echo<<<quiz</select></td></tr><tr>

<td>Related Question</td><td><div id="txtHint"></div></td>

</tr>

<tr><td>Question</td><td><textarea name="question" rows="3" cols="33"></textarea></td>

</tr><tr>

<td>Gender</td><td><input type='radio' name='gender' value='M'>Male<input type='radio' name='gender' value='F'>Female

<input type='radio' name='gender' value='B' checked>Both<input type='hidden' name='age' value='20'></td>

</tr>

<tr><td>Answer</td><td><input type="radio" name="answer" value="a">A<input type="radio"

name="answer" value="b">B<input type="radio" name="answer" value="c">C<inputtype="radio" name="answer" value="d">D</td></tr>

<tr><td>Score</td>

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<td><input type="text" name="score" value='1'></td></tr><tr>

<td>A</td><td><input type="text" name="option[a]"></td>

</tr><tr>

<td>B</td><td><input type="text" name="option[b]"></td>

</tr><tr><td>C</td><td><input type="text" name="option[c]"></td>

</tr><tr>

<td>D</td>

<td><input type="text" name="option[d]"></td></tr><tr>

<td></td><td><input type="submit" name="add_question" value="Add"></td>

</tr>

</table></form>

</div>quiz;}elseif($_GET['id'] == "edit"){

$esql = mysql_query("select * from questions");echo '<table width="500" cellspacing="5" cellpadding="5">';while($eres = mysql_fetch_array($esql)){

$qtext = substr($eres['qtext'],0,50);$qid = $eres['qid'];

echo<<<quiz

<tr> <td>$qid</td><td>$qtext</td><td><a href="./index.php?

page=managetest&id=resedit&i=$qid">Edit</a></td><td><a href="./index.php?

page=managetest&id=delete&i=$qid">Delete</a></td>

</tr> quiz;

}

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echo "</table>";}elseif($_GET['id'] == "resedit"){

$qid = $_GET['i'];

$esql = mysql_query("select * from questions where qid='".$qid."' ");$ressql = mysql_fetch_array($esql);

$question = $ressql['qtext'];$qans = $ressql['qans'];$qscore = $ressql['qscore'];$gender = $ressql['gender'];

$age = $ressql['age'];

echo<<<quiz<table width="500" cellspacing="5" cellpadding="5"><form method=post

action=""><tr>

<td valifn="top">Question</td><td><textarea name="question" rows="3" cols="33">$question</textarea></td>

</tr><tr>

<td>Age</td><td><select name="age">

<option value="$age" selected>$agequiz;for($i=1;$i<=100;$i++){echo "<option value='".$i."'> $i ";}switch($gender){case 'M':$gend = "Male";

break;case 'F':$gend = "Female";

break;case 'B':$gend = "Both";

break;}

echo<<<quiz</select></td></tr><tr> <td>Gender</td>

<td><select name="gender">

<option value="$gender" selected>$gend<option value="M" >Male<option value="F">Female<option value="B">Both

</select></td></tr>

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<tr><td valifn="top">Score</td><td><input type="hidden" name="qid" value="$qid"><input type="text"

name="score" value="$qscore"></td></tr>

<tr><td valifn="top">Answer</td><td><input type="text" name="answer" value="$qans"></td>

</tr>quiz;

$osql = mysql_query("select * from options where qid='".$qid."' ");while($resosql = mysql_fetch_array($osql)){

$otext = $resosql['otext'];$ovalue = $resosql['ovalue'];$oid = $resosql['oid'];

echo<<<quiz<tr>

<td valifn="top">$ovalue </td><td><input type="text" name="eoptions[$oid]" value="$otext"></td>

</tr>

quiz;}

echo '<tr><td colspan="2" align="center"><input type="submit" name="update"value="Update"></td></tr>';echo "</form></table>";

}elseif($_GET['id'] == "delete"){

$qid = $_GET['i'];$del = mysql_query("delete from questions where qid='".$qid."' ");$del = mysql_query("delete from options where qid='".$qid."' ");echo "<script>alert('Questions Deleted successfully..');window.location.href='index.php?

page=managetest&id=edit';</script>";}}

?>

3.6. Conclusions

This chapter discussed about the design and complete flow of the tool. The user and admininteractions and the functions provided by the tool were also discussed in this chapter. Thesteps involved in creation of the tool by using software were also discussed in this chapter. Italso discusses about the snippets of code that was implemented to create certain options in thetool. It also discussed about the initial and final stages of development of the tool.It also discussed about the initial test that lead to the development of new functions to the

tool. It also discussed about the results and analysis of the initial evaluation of the tool. It alsodiscussed about how the idea of second stage of developed from the participants feedback.

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Methodologies

4.1. Introduction

The development of any web based tool or software tool involves the application of specialfunctions of the languages that are used in creation of such tools. Such special functions aretermed as methods. These are the functions or special techniques that are implemented andfollowed to create a software tool. In sense of development of applications the term methodscan be considered in various aspects or types. The certain technique followed to achieve a

particular target is also considered to be a method.

This chapter discusses about the techniques followed during the creation of the feedback of the tool along with its results. It also discusses about the process of evaluation of the

participants that took part in the evaluation of the Intelligent E-assessment tool. It also

discusses about the analysis and conclusions of the evaluation stages of the tool.In summary this chapter discusses about the methodologies, analysis and the evaluationstages of the Intelligent E-Assessment tool.

4.2. Methods

E-assessments are the web format of assessments or assessments taken on computers. Theterm assessment can be defined as the group of questions of any format or type that are usedto measure the ability or skills of the learner. The questions all together clubbed are can be

termed as questionnaire. Questionnaire is defined as the group or set or questions that areused to gather certain information from the respondents basing on their response.Questionnaire can consist of open format or closed format questions.

4.2.1 Open Format

Open format are those types of questions where the user is free to write any suggestion or canwrite and express their opinions. These types of questions have no set of responses. The user is free to express own ideas which could lead to truthful and unexpected suggestions. Thesetypes of questionnaires are termed as qualitative and are mostly used in to get the suggestionsin terms of improvements and changes on the basis of responses of the user.

Example of Open Format QuestionsShare your opinions about the software tool or Suggest any changes or improvements to thetool.

4.2.2 Closed Format

Closed format are those types of questions in which the response of the respondent is mostlyone among the several predetermined options provided. In simple terms these types of questions are termed as multiple choice questions. These questions are used to analyse or calculate the precise percentages or data.

Example of Closed Format Questions

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Which among the options is the best?A.1 B.2 C.3 D.4

The feedback form that is designed for the Intelligent E-assessment tool is a closed formatquestionnaire. This feedback is a comparative analysis between the standard e-assessment

tool and the Intelligent E-assessment tool. Figure 42 is a screen shot of the feedback questionnaire that is being implemented for this tool.

Figure 42

Figure 42 illustrates the format of the Intelligent E-assessment tool’s feedback form. Theabove feedback form consists of five questions each calculating the percentage of users thatfound the Intelligent E-assessment tool better than the basic format of the e-assessment.This format of questionnaire evolved from several questionnaires that exist on World WideWeb. The feedback form has multiple choice questions with two or three options, where the

respondent or the participant in the study has to choose one of the options.

The first question of the feedback form measures the effectiveness of the Intelligent E-assessment tool. The second question measures the interactivity of the Intelligent E-assessment tool against the standard E-assessment tool. The third question compares the toolson the basis which of the tools was helpful in gaining more knowledge about the topic of theassessment. The fourth question asks the user to choose the better form of E-assessmentamong the two E-assessments.The final question of the form compares both the E-assessments on the basis of the feedback.It asks the participant in the study about which form of the E-assessment has providedeffective feedback.

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The feedback form of the tool consists of two types of forms namely feedback form andIntelligent E-assessment tool form. The first form of feedback form has already beendiscussed in this chapter. The second type of feedback form is based on likert scale format.

4.2.3. Likert Scale

This format questions measures the feelings of the participant towards the question. Therange of agreement or disagreement of the participant with the statement or question can bemeasured by these types of questions. In these form of questions the participant has to chooseone among the several options that closely matches his feelings about the statement. Thisselection is measured on a rating scale.

Example of Likert Scale Question

Did the tool help you in gaining knowledge?A. Agree B. Strongly Agree C. Neutral D. Strongly Disagree E. Disagree

4.2.4. Quantitative Questions

The likert scale questions qualify under the quantitative type of questions. These types of questions have predetermined answers which are used to calculate a certain data. These typesof questions usually involve large number of participants. These types of questionnaires aremostly generalised and measurable. Questions can be of qualitative type too.

4.2.5. Qualitative Questions

It is defined as open ended questions which are objective in nature. These types of questionsare mostly open ended were the participant has to respond to a general question and hisresponse is probed and researched by a group of moderators in order to calculate the skillsand ability of the participant.

The answers for these types of questions are mostly generalised feeling of the respondentabout the topic which he would be asked to answer to.

The Intelligent E-assessment feedback form is a quantitative type of feedback form. Since thestudy involves calculating the percentage of people and precise data obtained from the

participants. This part of the feedback form consists of five questions whose answers are

rated on a scale.

The options for the Intelligent E-assessment tool feedback form questions are in the formatsof agree and disagree. Each question has five options from which the participant has tochoose which one among them matches his feelings. It can lead to predictions in some cases

but still succeeds in producing statistical data.

Figure 43 depicts the screen shot of the Intelligent E-assessment tool feedback form. Itconsists of five questions which are likert scale questions along with the backgroundinformation section. This section needs to be filled by the participant in the study. It consists

of personal information namely name, age, gender, driving license and educational

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background. The participant has to fill this section of the form after the completion of boththe feedback forms.

Figure 43

The first question in the feedback form measures the feedback effectiveness of the IntelligentE-assessment tool on a rating scale. The second question is about whether the tool was able tohelp the participant in gaining any self confidence and awareness about the topic of theassessment. The third question of the feedback form measures the interactivity of theIntelligent E-assessment tool on rating scale but of different options. The fourth and finalquestions measure the level of understanding about the topic and the ability to excel in thearea of interest of the participant but on a different format of rating scale. The fourth and fifthquestions have just three options to rate the participant feelings about the tool effectiveness.Thus, feedback form of the Intelligent E-assessment tool is a group of closed formatquestions where the participant’s responses are rated on a scale. It also involves comparativeanalysis techniques.

4.3. Participants

The evaluation part of study involved participants. The participants group consisted of 5

females and 10 males who were from mixed background. Quite a few numbers of participantshad no driving experience. The participants that took part in the study were from a different

Page 56 of 73



age group as well. The number of participants that were under the age of twenty was four.Couple of them had the driving experience. Rest of ten participants were over the age of twenty and had driving experience.

Among the five females that took part in the study only one was under the age of twenty and

the rest were over twenty years of age. Only couple of them had the driving license. Amongthe ten males that took part in the study only couple of them had no driving license.

4.4. Procedure

This section discusses about the procedure carried out for the evaluation of the tool.Initially the participants were provided five minutes to read through a certain driving andtraffic rules material. This material consisted of all basic traffic rules followed by the driversof Indian country. The material had three sections. First part consisted of description aboutIndian country along with the basic traffic scenario. Second part consisted of the traffic rulesfollowed in the country. Third part consisted of the figures illustrating the green, red, yellow

traffic lights along with some description of the signals.

Once the participant is done with reading the material, he was asked to take the assessment onthe standard tool of E-assessment. This assessment consisted of ten random questions aboutdriving scenarios. It was a multiple choice type assessment so the participant consumedaround 10 minutes to complete the assessment. Once the test was completed the tool woulddisplay the answers for all the questions in the assessment in the form of feedback.

Next step was the participant was asked to have a go at the Intelligent E-assessment toolassessment. This assessment structure was entirely different from the standard E-assessmenttool.

Once the participant is done with the second assessment he was given a feedback form whichcompared both the tools in different aspects of functionality.

This entire procedure was being reversed in the case of some participants. In case of some of the participants they took the assessment in the standard e-assessment tool first and then wentfor the Intelligent E-assessment tool. But in the reverse procedure the participant were madeto take the assessment on the Intelligent E-assessment tool first and then were made to have ago at the standard E-assessment tool.

Each participant was given thirty minutes of time to complete the entire procedure of the

evaluation.

4.5. Results

The results of the assessment were calculated on the basis of the feedback form provided tothe participants at the end of the assessment. Thirteen out of fifteen participants found theIntelligent E-assessment tool a better form of E-assessment. This data was collected on the

basis of the first comparative feedback form.Eight out of fifteen participants rated the Intelligent E-assessment tool as very interactive.Four of them rated it as good in terms of interactivity. Rest of the participants had differentfeelings towards the tools interactivity.

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about the closed and open ended format questions along with the likert scale format. It alsodiscussed about the qualitative and quantitative formats of questions. It discussed about the

profiles of the participants that took part in the study. It described the step by step procedurefollowed during the process of evaluation. It also discussed about the evaluation results whichwere in the form of feedback forms. It also discussed about the analysis of the results that

were recorded during the evaluation process of the Intelligent Personalised E-assessment tool.

5. Conclusions

This project concludes with several new findings about the field of E-assessment. This project proved how the concepts of intelligent systems can be applied to E-assessments and how it proved to be successful. It also found that most of the existing assessments lack the idea of personalisation. It also found that when the concepts of intelligent systems along with personalisation are applied to the E-assessments can gain many adventurous and meaningfulresults. It also proved that an assessment when approached through two wide unrelatedconcepts can help the user in gaining self awareness and confidence. It also proved how the

feedback provided during the E-assessment can help the learner better understand the topicsand improve his performance in the later stages.

The most important discovery of the project is how an assessment when looked at fromcreative angle can help the learners develop personally. It also proved how an assessment can

be capable of helping the learner to excel in the area of their interests.

When looked at from further development point of view this tool can be designed to becapable of addition of interactive forms of questions .The new formats of questionnaires suchas video formats and diagrammatical formats can be added to the tool.

This tool can be developed to provide the administrator with the functions to add flash files tothe assessments. It can also be capable of providing more interactive feedback during theassessment. In case of any error while answering the questions the tool can be developed to

be capable to navigate the user to animated form of description of the question. In order tohelp the user better understand the question.

In summary this project concludes with many historic discoveries in the field of e-assessmenttools.

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Appendices

Project Logbook

Meeting 1:-Date – 26/06/09 Time (11:30 am – 12:40 pm)

Page 65 of 73

http://coe.sdsu.edu/eet/Articles/surveyquest/index.htm

http://coe.sdsu.edu/eet/Articles/surveyquest/index.htm



• Discussed about the proposal.

Whether the project was innovative. What needs to be done to make it

innovative?

Emphasized on the e-assessment and its applications and how can it be personalised to enhance the users experience.

• Discussed about redefining the proposal and tighten it.

• Discussed about assessing the eligibility of the user.

• Discussed about the log book.

• Discussed about the need to maintain the log book.

• Discussed about the literature review.

• Discussed about the need to review the e-assessment.

• Discussed about the research and development stage as well.

• Discussed about the time plans of the project as well.

• Discussed about the references.

Meeting 2:-

Date – 10/06/2009 Time (11:30 am – 12:30 pm)


How to structure the review.

How to conclude.

• Discussed about the thesis template and how to organise it.

• Discussed the development part of the project.

• Discussed about the submission and feedback part of the literature review.

• Discussed about the evaluation.

How to evaluate the tool.

How to apply the comparison methodology in case of evaluation.

•

Finalised the time table for project research, development, evaluation.

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• Discussed about the questionnaires that can be implemented in the tool.

• Discussed about next meeting.

Meeting 3:-

Date – 22/7/2009 Time (11:00 am – 12:00 pm)


Discussed about the Introduction of the review.

Discussed about the personalisation part of the review.

• Discussed about the questionnaires.

How to evaluate using questionnaire.

• Discussed about the bench mark criteria’s of the project.

Effective Feedback

Interactivity

Personalisation

Learning

• Discussed about the design phase of the tool in detail.

How to develop design from existing e-assessment tools.

Documenting all the phases of development.

Capturing screen grabs from existing questionnaires as a part of thesis

inclusion.

• Discussed about the testing part of the tool.

How to gain the feedback from user’s perspective.

How to implement the paper based like card for evaluation.

• Discussed about the references.

• Discussed about the To-Do-List for the next meeting.

Meeting 4:-

Date—04/08/2009 Time (1 pm – 2 pm)

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• Discussed about the questionnaire in detail.

How to evaluate using comparative analysis questionnaire.

Discussed about the sources that would be helpful in building the

questionnaire.

Discussed about the design of the feedback form.

Discussed about implementing the personalised form of feedback in the

feedback forms.

• Discussed about implementing the idea of providing the user with source material

before undergoing the assessment.

• Discussed about tool under development.

How to implement the partially developed tool effectively for evaluation

purpose.

How to further develop the prototype.

• Discussed about the time table.

• Discussed about finalising the questions for the questionnaire.

•

Discussed about design and development in detail.

Teased out the stages in the design and development.

How to introduce the tool.

How to probe the areas of development in detail.

How to document the design and development parts.

• Discussed about the To-Do-List for the next meeting.

Meeting 5:-

Date –25/08/2009 Time (12 pm – 1pm)

• Discussed about the questionnaire in detail.

What type of questions to be selected for the final set of questions.

Finalised the final set of questions.

• Discussed about the evaluation part.

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• Discussed about the first stage of developed prototype.

Design

Development

Testing

• Finalised the time table for the next stages.

• Discussed about the feedback forms for the questionnaire.

• Discussed about the things to be done for the next meeting.

Meeting 6:-Date –02/09/2009 Time (12 pm – 1pm)

• Discussed about the tool design in detail.

Addition of new options to the tool to make it more interactive.

Implementation of on screen messages for better understanding of tool

navigation.

• Suggested final changes to the tool.

• Discussed about the feedback collected.

• Discussed about the future work implementations.

• Discussed about the next stages of testing.

• Discussed about things to be done for next meeting.

Meeting 7:-

Date –15/09/2009 Time (12 pm – 1pm)

• Discussed about the new developments implemented in the tool.

Addition of customisation functionality to the tool.

Addition of new messages to the tool to improve user’s ability to understand.

Addition of navigational messages to the tool.

• Discussed about the final prototype.

• Discussed about the feedback provided in detail.

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Types of feedback received.

Comparison of feedbacks from users of various backgrounds.

Conclusion developed from the feedback forms.

• Discussed about the evaluation part.

• Discussed about the methodologies, analysis and evaluation chapter.

• Discussed about the future work implementations.

• Discussed about the To-Do list for the next meeting.

Meeting 8:-Date –23/09/2009 Time (1 pm – 2 pm)

• Discussed about the completed work.

• Discussed about the final things to be done.

• Discussed about viva and presentation.

Page 70 of 73





Neither

Which one amongst the following assessment tools provided better feedback?

IE-Assessment Tool

Standard Assessment Tool

IE-ASSESSMENT TOOL FEEDBACK

Did the IE-Assessment Tool feedback help you identify the areas for further

development?

Agree Strongly Agree Neutral Disagree Strongly Disagree

Did the IE-Assessment tool help you in gaining self awareness and inner

confidence?

Agree Strongly Agree Neutral Disagree Strongly Disagree

In terms of interactivity, would you rate IE-Assessment tool as?

Poor Below Average Average Good Excellent

Did the IE-Assessment Tool provide you with better level of knowledge &

understanding about the topic?

Yes No Maybe

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Do you think this form of assessment would help you excel in your area of interest?

Yes No Maybe

Background information

Name:__________________

Age:___________________

Gender:________________

Driving License: Yes/No

Educational background:____________________________________

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Documents

SAN Project Thesis