Building software to manage a bank of multiple choice questions for university admissions

UNIVERSITY OF NATURAL SCIENCES FACULTY OF INFORMATION TECHNOLOGY

DEPARTMENT OF SOFTWARE TECHNOLOGY

VU MANH HOANG HAI - 0112381 NGUYEN DINH NGOC DUY - 0112258

DEVELOPING SOFTWARE TO MANAGE A QUESTION BANK FOR UNIVERSITY ADMISSION TEST

BACHELOR OF INFORMATION TECHNOLOGY THESIS INSTRUCTOR

Th.s DO HOANG CUONG

SCHOOL YEAR 2001 – 2005

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INSTRUCTOR'S COMMENTS

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Ho Chi Minh City, date month year 2005 Signature of instructor

REVIEWER'S OPINION

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Ho Chi Minh City, date month year 2005 Signature of the reviewing teacher

ACKNOWLEDGEMENTS

After a period of writing my thesis, all the work related to the thesis has now been completed. During this time, we have received a lot of help. In the first part of the thesis, please allow us to say a few words to those we are extremely grateful to.

X would like to send our most sincere thanks to Mr. Do Hoang Cuong, who has wholeheartedly guided, encouraged, and helped us throughout the past time. Without his guidance, documents, and encouragement, this thesis would have been difficult to complete.

Our most sincere hearts are also sent to Mr. Ly Minh Tien, Deputy Head of the Department of Educational Psychology, University of Education, Ho Chi Minh City. His documents and suggestions on testing have helped us a lot in the process of implementing the topic.

I would also like to express my gratitude to my father and mother, who have always given us the most love, who have always supported and followed our steps in all the past school years.

X in gratitude to all the teachers who have worked hard to teach and imparted to us a lot of valuable knowledge.

Thanks to all our friends who have been with us through our joys, shared our difficulties and helped us a lot during the process of writing this thesis.

Ho Chi Minh City, July 2005 Student group implementation

Vu Manh Hoang Hai - Nguyen Dinh Ngoc Duy

INTRODUCTION

Currently, education is the country's top national policy. The task of education is to train people to become useful human resources for the country's economic sectors. In the training process, measurement and evaluation is the most important step because it shows the training results. Up to now, in education, there have been forms of measuring learning outcomes such as questions and answers, observations, writing, etc. In recent times, multiple-choice tests have been widely applied to measure and evaluate students' learning outcomes. In particular, the Ministry of Education and Training is planning to apply multiple-choice tests to university entrance exams nationwide. At this point, a problem arises that the collection and management of multiple-choice questions cannot be managed manually, but must have the help of a computer system. With that in mind, we have conducted research on testing theories and built a system to support the collection and management of test questions to serve the needs of measuring and evaluating students' learning outcomes.

This thesis consists of 6 chapters:

Chapter 1. Presents the reasons for choosing the topic, purpose, objects, and scope of the research.

Chapter 2. Test theory.

Chapter 3. Presentation of system analysis documents. Chapter 4. Presentation of system design documents. Chapter 5. Installation, testing and verification.

Chapter 6. Conclusion and presentation of future research directions.

Index

List of Figures 10

Chapter 1. Introduction 14

1.1 Practical requirements and reasons for choosing the topic 14

1.2 Purpose, objects and scope of research 14

Chapter 2. Research on test theory 16

2.1 Overview of objective testing 16

2.1.1 Thesis and Objective Test 16

2.1.2 General principles of multiple choice test 19

2.1.3 Cases of using multiple choice test 20

2.1.4 Standard Test and Criteria Test 21

2.1.4.1 Standard test 21

2.1.4.2 Criteria test 22

2.1.4.3 Comparison of standard test and criterion test 22

2.2 Reliability and validity of the test 24

2.2.1 Reliability 24

2.2.2 Validity 27

2.2.3 The relationship between reliability and validity 28

2.3 Planning a test 28

2.3.1 Identify learning goals 28

2.3.1.1 Concepts 28

2.3.1.2 Learning objectives are the basis for preparing multiple choice tests 30

2.3.2 Analysis of course content 32

2.3.3 Designing test outline 33

2.3.4 Number of questions in test 34

2.3.5 Difficulty level of multiple choice questions 35

2.4 Multiple choice question formats 36

2.4.1 True-false question. 36

2.4.2 Multiple choice question. 37

2.4.3 Matching question 39

2.4.4 Filling question 39

2.5 Analysis of multiple choice question 40

2.5.1 Difficulty index of multiple choice questions 41

2.5.1.1 Definition of difficulty of multiple choice questions 41

2.5.1.2 Difficulty calculation formula 41

2.5.1.3 Moderate difficulty multiple choice question 41

2.5.2 Discrimination index 42

2.5.2.1 Definition of separation of multiple choice questions. 42

2.5.2.2 Methods for calculating separation 43

2.5.2.3 Conclusion from the separation 46

2.6 Reliability of the test 46

2.6.1 Definition of reliability 46

2.6.2 Methods for calculating the reliability of multiple choice tests 47

2.6.2.1 Test - retest 47

2.6.2.2 Equivalent forms 48

2.6.2.3 Split halves method 48

2.6.2.4 Kuder – Richardson formula 50

2.6.3 Conclusions from reliability 53

Chapter 3. Analysis 54

3.1 Current situation analysis 54

3.2 Identify requirements 54

3.2.1 Functional requirements 54

3.2.2 Non-functional requirements 55

3.2.2.1 System Requirements 55

3.2.2.2 Quality requirements 55

3.2.3 Software implementation plan 56

3.3 Usage diagram 57

3.4 Overall architectural diagram (analysis level) 60

3.5 Class diagram 61

3.5.1 Object class diagram (analysis level) 61

List of object classes 62

Chapter 4. Design 63

4.1 Overall architectural diagram (design level) 63

4.1.1 List of software object classes 65

4.2 Data design 68

4.2.1 Data logic diagram 68

4.3 Transmission diagram (detailed operation diagram) some important processing 70

4.3.1 Enter question 70

4.3.2 Rendering question 71

4.3.3 Mixing exam questions 72

Chapter 5. Implementation, Experimentation and Testing 73

5.1 Automation Engineering 73

5.1.1 Overview of Automation 73

5.1.2 Automation with Microsoft Office 2003 75

5.1.2.1 Automation with Microsoft Office Word 2003 75

5.1.2.2 Automation with Microsoft Excel Word 2003 77

5.2 Implementation. 79

5.2.1 Organization in programming 79

5.2.2 Formulas used 79

5.2.3 Rules for naming objects 79

5.2.4 Naming rules for controls in screens 80

5.2.5 Variable naming rules. 80

5.3 Experiment and testing 81

Chapter 6. Conclusion 85

6.1 Achievements 85

6.2 Comparison with some related programs 86

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