Development of Computer-Based Test (CBT) and Student Recognition Survey on CBT / 한국의학교육

ABSTRACT

PURPOSE: The purpose of this study is to understand student recognition of CBT as well as its strengths and weaknesses, and to explore the improvement methodologies for the effective development and implementation of CBT. METHODS: A questionnaire survey was conducted twice (before and after implementation of CBT) with a total of 17 multiple-choice and 2 essay-type questions. The multiple-choice questions were analyzed by frequency analysis and the essay-type questions were coded by content analysis. RESULTS: The results are as follows. First, the overall satisfaction with CBT was shown to be high. Second, students listed the merits of CBT as follows simple correction of answers (before 89.4%; after 80.8%), presentation of realistic materials (before 72.9%; after 84.7%), prompt feedback on grades (before 60.3%; after 71.1%), shortened exam time and effective time scheduling (before 86.5%; after 66.4%), accurate estimation of abilities (before 70.2%; after 36.6%), and assistance in academic improvement (before 70.9%; after 22.1%). Drawbacks of CBT were inconvenience of review (before 70.9%; after 22.1%), inconvenient screen organizations (before 0%; after 48.1%), possibility of cheating (before 73.9%; after 31.8%), and equality issue of test (before 47.3%; after 17.3%). CONCLUSION: Assessment paradigms are currently shifting from summative evaluation to formative evaluation, from one-off assessment to continuous assessment, and from output assessment to process assessment. Therefore, CBT must be expanded to move from result-oriented summative evaluation to formative evaluation continuously monitoring the student learning process.