A framework for the implementation of computer based testing for Saudi Arabia secondary schools

Abstract

The number of students continually increases along with a growing need for more effective student evaluation and testing methods; trends that present an enormous challenge for teachers and administrators who utilize paper-based methods. The use of Computer Based Testing (CBT) is currently viewed as a viable approach that provides swift and accessible results that more economically and accurately solve problems such as inaccurate test results, delays in exam feedback, and the inadequate scoring methods that attend traditional paper-based methods. The advantages of CBT and the continual increase in Information and Communications Technology (ICT) applications for education in Saudi Arabia prompted the Ministry of Education (MoE) to develop the “Tatweer” CBT system for Saudi Arabia's secondary schools. However, the project failed when implemented due to a lack of foresight that might otherwise have produced clearer protocols for practice. Such guidelines could have been based on required criteria for successful ICT performance if an appropriate study had been undertaken prior to launch. Hence, this effort examined Saudi Arabia's CBT implementation in its secondary school system with a view to clearly stipulate process guidelines based on the integration of specific criteria that affect successful CBT implementation. The framework for the proposed CBT implementation was extracted from six prior studies of CBT implementation efforts involving Joint Application Development (JAD) and twelve CBT experts in Saudi Arabia. The proposed criteria were clearly defined after a survey was conducted with four CBT experts. Validation of the proposed framework involved a quantitative survey whereby qualified questions were distributed to 420 respondents from fifteen schools and one Educational Management Center (EMC in Jazan). All data was analyzed with the Structural Equation Model (SEM; Smart Pls Version 2.0 Beta). The result observe from Smart Pls show that the strength of the assay's results for all process paths and required criteria for successful CBT implementation of the proposed framework proved significant and were accepted as valid. T-statistic and P-statistic values of CBT processes are very significant because T-statistic value is significantly high ranking from 3.178 to 11.894. Also, T-statistic, P-statistic and R2 values of CBT criteria are significant because T-statistic value is significantly ranking from 1.97 to 6.31, and R2 value is significant with 0.60 value. Hence, this research presents a more workable systematic approach we confidently believe will aid the Educational Management Center in Saudi Arabia in their efforts to implement a successful CBT system. Hopefully, this conceptual framework will serve as a benchmark approach to CBT implementation and further research regarding applications to other educational venues.