Computerized Assessment

Here we show, for the very first time, that commercial video games can be used to reliably measure individual differences in general intelligence (g). One hundred and eighty eight university undergraduates took part in the study. They played twelve video games under strict supervision in the laboratory and completed eleven intelligence tests. Several factor models were tested for answering the question of whether or not video games and intelligence tests do measure the same underlying high-order latent factor. The final model revealed a very high relationship between the high-order latent factors representing video game and intelligence performance (r = .93). General performance scores derived from video games and intelligence tests showed a correlation value of .963 (R 2 adjusted). Therefore, performance on some video games captures a latent factor common to the variance shared by cognitive performance assessed by standard ability tests.

Objective: The Newest Vital Sign © (NVS) was developed in the USA to measure patient health literacy in clinical settings. We adapted the NVS for use in Canada, in English and French, and created a computerized version. Our objective was to evaluate the reliability of the Canadian NVS as a self-administered computerized tool. Design: We used a randomized crossover design with a washout period of 3-4 weeks to compare health literacy scores obtained using the computerized version with scores obtained using the standard interviewer-administered NVS. ANOVA models and McNemar's tests assessed differences in outcomes assessed with each version of the NVS and order effects of the testing. Setting: Participants were recruited from multicultural catchment areas in Ontario and Nova Scotia. Subjects: English-and French-speaking adults aged 18 years or older. Results: A total of 180 (81 %) of the 222 adults (112 English/110 French) initially recruited completed both the interviewer-NVS and computer-NVS. Scores for those who completed both assessments ranged from 0 to 6 with a mean of 3•63 (SD 2•11) for the computerized NVS and 3•41 (SD 2•21) for the interview-administered NVS. Few (n 18; seven English, eleven French) participants' health literacy assessments differed between the two versions. Conclusions: Overall, the computerized Canadian NVS performed as well as the interviewer-administered version for assessing health literacy levels of Englishand French-speaking participants. This Canadian adaptation of the NVS provides Canadian researchers and public health practitioners with an easily administered health literacy assessment tool that can be used to address the needs of Canadians across health literacy levels and ultimately improve health outcomes.

In two studies, the psychometric properties of an online self-reliant verbal working memory task (the Monkey game) for primary school children (6-12 years of age) were examined. In Study 1, children (n = 5,203) from 31 primary schools participated. The participants completed computerized verbal and visual-spatial working memory tasks (i.e., the Monkey game and the Lion game) and a paper-andpencil version of Raven's Standard Progressive Matrices. Reading comprehension and math achievement test scores were obtained from the schools. First, the internal consistency of the Monkey game was examined. Second, multilevel modeling was used to examine the effects of classroom membership. Multilevel multivariate regression analysis was used to examine the Monkey game's concurrent relationship with the Lion game and its predictive relationships with reading comprehension and math achievement. Also, age-related differences in performance were examined. In Study 2, the concurrent relationships between the Monkey game and two tester-led computerized working memory tasks were further examined (n = 140). Also, the 1-and 2-year stability of the Monkey game was investigated. The Monkey game showed excellent internal consistency, good concurrent relationships with the other working memory measures, and significant age differences in performance. Performance on the Monkey game was also predictive of subsequent reading comprehension and mathematics performance, even after controlling for individual differences in intelligence. Performance on the Monkey game was influenced by classroom membership. The Monkey game is a reliable and suitable instrument for the online computerized and self-reliant assessment of verbal working memory in primary school children.

Cognition has become increasingly important as an outcome measure in studies of medication. Traditional neuropsychological assessment is limited in its ability to detect subtle, medication-related changes and it is not suitable for the rapid serial assessment required in most clinical trials. Thus, investigators have turned to computerized neuropsychological assessment for its repeatability, sensitivity to subtle cognitive changes, and ease of administration. The automated neuropsychological assessment metrics (ANAM) is one such computerized battery that has been used to measure the effects of numerous CNS-active drugs. This paper is an exhaustive review of studies that have used ANAM to measure cognitive changes associated with pharmacological treatments. The benefits and limitations of using ANAM in clinical trials are discussed.

This article discusses the pros and cons of automated high-frequency trading (HFT). There appears to be much confusion of whether HFT is "good, bad, or ugly." In the terminology of this article, the "Ugly" category consists mostly of popularized negative writing against HFT appearing in media. The category we label as "Bad" consists of more detailed research arguments against HFT. Perhaps surprisingly to non-professionals, the "Good" arguments outweigh the others by a milestone in academic studies. These arguments are often ignored in media and should be brought to fore of the discussion to be fair. We review the commonly presented arguments as neutrally as possible and attempt to bring some additional insight to the discussion.

Online exams are an increasingly popular form of assessment. Compared to written exams they reduce the marking workload and offer advantages such as enhanced objectivity, assessment that includes software specific to the course and thus increased constructive alignment with teaching and learning processes. To conduct large-scale online exams without the physical restrictions of (often extremely small) computer rooms, we implemented the "Secure Exam Environment" (SEE) in 2011. The SEE enables online testing in any lecture hall with electricity and LAN sockets using students' own devices (and loan devices if needed) while blocking access to unauthorized files or internet pages. Assessment is conducted via Moodle and additional software (e.g. Eclipse or GeoGebra) can be used as well. As of November 2017 we have conducted 1,297 such online exams with 47,930 students and are able to test up to 220 students concurrently. To maintain quality of service we developed a monitoring solution to control the growing complexity of the technical infrastructure of the SEE. The monitoring solution aims to detect failures sufficiently early to guarantee a high level of availability and to gather data to further improve the SEE.

In the 21 st century, written exams continue to be the primary method of assessing factual knowledge. Conducting these exams online reduces the correction workload and offers advantages such as enhanced objectivity, assessment with the possibility to use software specific to the course and thus increased constructive alignment with teaching and learning processes. However, eExams are often conducted in spaces that are too small, since larger computer rooms are usually unavailable or not economically feasible. Hence, in June 2011, we implemented a system called Secure Exam Environment (SEE) that enables online testing in any lecture hall with electricity and LAN sockets using students' own devices while blocking access to unauthorized files or internet pages. Loan devices are offered to students that have no suitable device for the SEE. Assessment is conducted via Moodle and additional software (e.g. Eclipse, GeoGebra) can be used as well. The SEE also addresses important issues such as security, reliability, high availability, privacy, and flexibility. As of August 2017 we have conducted 1,241 such online exams with 46,342 students and are able to test up to 220 students concurrently. Furthermore, we offer students the possibility to choose their preferred time slot to sit an eExam within predefined weeks.

Bring Your Own Device (BYOD) e-assessment is a strategy that allows students to use their own devices to conduct digital assessments without the need for specialised facilities. This can enhance learning excellence as it improves the administration and support of the student experience. BYOD e-assessment is not a widely used strategy, yet it has multiple bene ts. Therefore, this study explores the use of BYOD for high-stakes e-assessment and was conducted at a Faculty of Medicine and Health Science. Since 2014, over 14 000 exams have been conducted using this approach. This study evaluates students' perceptions of BYOD e-assessment and was conducted through survey research with open-ended questions. The following themes were identi ed; technical and ICT barriers (technical challenges for student devices, technical challenges with infrastructure, type of device determines user-experience) and student experience (safety and familiarity with own device, convenience, supporting environment, autonomy, digital abilities, better quality assessments, and feedback). The ndings showed that for most students using their devices provides them with a feeling of safety due to the familiarity with their own devices. Taking your exam in a familiar more pleasant environment reduces stress. However, students with older devices might stress about using their own devices and students should feel comfortable with using technology. BYOD for e-assessment is a good solution to enhance the student experience and reduce administration. However, it is not a one-size-ts-all solution and requires multiple interventions such as faculty development, support, training of students and a good strategy before implementation.

This paper addresses the little investigated topic of the relationship between the speed of exchange servers, an absolute reference for the system, and trading speed, considered relative to the former. This is a major issue, as trading speed overwhelming the capability of the server to cope with the incoming orders might jeopardise the orderly functioning of the markets. It will be shown how, by raising the speed of trading and increasing the number of the agents operating in the market, it is possible to generate a crisis, no matter how performing the exchange server is. The paper presents a theoretical framework and then verifies its occurrence by analysing audit trail data. The theoretical framework shows a scenario in which under certain, heavy but by no means uncommon, conditions, the excess speed of the trading agents with respect to servers is capable of exacerbating price volatility, leading to vicious feedback loops capable of potentially creating a financial crisis. The empirical part analyses data taken from a particularly volatile day and compares them with much less volatile days. It results that, because of excessive speed, one of the most widely used techniques for minimising risk, order churning, can cause a major crisis.

The purpose of this study was to determine if modeling conditions had a significant effect on the performance achievement of beginning string students. During phase I, guided aural and guided aural-visual modeling tapes of Applebaum's String Builder, Book 1, were produced for violin; a two-part Likert scale adjudication form was designed and tested; a pilot study was conducted; and companion guided aural and guided aural-visual modeling tapes were produced for viola, cello, and double bass. During phase II, the main study was conducted to test the null hypothesis: There is no significant difference in performance achievement as a result of practice conditions under three levels of experimentation--guided aural modeling, guided aural-visual modeling, and no modeling conditions. Twenty-three fourth-, fifth-, and sixth-grade beginning string subjects were administered Gordon's (1965) Music Aptitude Profile and Dunn, Dunn, and Price's (1988) Learning Style Inventory. Subject...

The Patient Health Questionnaire-4 (PHQ-4) is an ultra-brief self-report consisting of a 2-item depression scale (PHQ-2) and a 2-item anxiety scale (GAD-2). The aim of the present study is to determine the psychometric properties of a computerized version of the PHQ-4 used to detect emotional disorders (anxiety and depression) in the primary care setting. A total of 1052 patients with suspected anxiety, depression, or somatic symptoms were recruited from 28 primary care centres participating in the PsicAP trial and completed the full version of the computerized PHQ. In addition, 178 of these patients also underwent in clinical interviews as a gold standard. Confirmatory factor analyses showed very good fit indices for a two-factor solution. This model was structurally invariant among the various age and gender groups and internal consistency was acceptable (PHQ-4; α = .83, PHQ-2; α = .86, and GAD-2; α = .76). The best cut-off points to obtain high sensitivity values was 3, on both t...

This study examined students' expressed strategies, habits and preferences with respect to responding to supervised text-based assessments. Two trials of a computerised examination system took place in an Australian preuniversity college in 2016 and 2017. Students in several classes studying geography and globalisation completed a sequence of practice and assessed work. Data were collected using pre-and post-surveys about their preferred writing styles, habits and strategies in light of their choice to type or handwrite essay and short answer examinations. Comparisons were made between those that elected to handwrite and those who chose to type the examination, with several areas being significant. The performance (grades), production (word count) of the typists and hand-writers were also correlated and compared.

This study examined student's expressed strategies, habits and preferences with respect to responding to supervised text based assessments. Two trials of a computerised examination a system took place in an Australian Pre-University college in 2016 and 2017. Students in several classes studying Geography and Globalisation completed a sequence of practice and assessed work. Data was collected using pre-post surveys about their preferred writing styles, habits strategies in light of their choice to type or handwrite essay and short answer exams. Comparisons were made between those that elected to handwrite and those who chose to type the exam were conducted with several areas being significant. The performance (grades), production (word count) of the typists and hand-writers were also correlated and compared.

We define computer-mediated psychotherapy (CMP) as a computer application that: (a) is explicitly created to serve a psychotherapeutic purpose; (b) implements the principles and methods of bona fide psychotherapy; and (c) involves the patient into a range of psychotherapeutic activities. Relying on an extensive review of the literature, we found, from a developer perspective, clear reasons of optimism: the efficacy of CMP is comparable with that of traditional face-to-face therapies; its benefits exclude the costs and the demand is high. Hybridized forms show superiority over pure computerized therapies. CMP has the potentialities to produce substantial improvement of mental-health care system by: a) switching the focus of psychotherapy from symptom alleviation to enhancement of help seeking behavior; b) focusing on client as the agent of therapeutic change; and c) capitalizing on theoretical and methodological achievements from e-learning.

A major concern in the literature on music performance evaluation has been the reliability of assessment. The challenges in fairly and accurately evaluating music performance are often identified as subjective matters, non-musical factors, as well as the methods or tools with which music teachers assess. Subjective matters, such as biases and personal preference, could lead to unfair assessment. Non-musical factors, such as student attitude, effort, and participation, have been given greater weight than musical factors in calculating music grades. Computerized assessments designed for evaluating music performance could improve objective measurement of music assessment. The SmartMusic assessment is a technological program commonly used for evaluating musical performance. Although researchers have studied the effectiveness as well as the reliability of the SmartMusic assessment, very few quantitative studies have shown evidence of the comparison of computerized assessments with human ...

With the rapid development of handheld devices, Ubiquitous Learning becomes more and more popular and has attracted many researchers in the field of E-Learning. Geography learning can be further adapted into smartphone platform with its mobility and GPS capability to be a useful learning system. In Taiwan, Junior high school students are conducted an experiment to assess the smartphone to study Geography. With simple test items, the proposed system generates individual learning profile and test analysis report for each student. After the experiment in one semester, the final-term examination for experiment and control groups was counted and compared. The experimental result shows that the students, which learned with proposed system, in the experimental group achieved better leaning efficiency by learning with ubiquitous Geography learning system assistance.

The Patient Health Questionnaire-4 (PHQ-4) is an ultra-brief self-report consisting of a 2-item depression scale (PHQ-2) and a 2-item anxiety scale (GAD-2). The aim of the present study is to determine the psychometric properties of a computerized version of the PHQ-4 used to detect emotional disorders (anxiety and depression) in the primary care setting. A total of 1052 patients with suspected anxiety, depression, or somatic symptoms were recruited from 28 primary care centres participating in the PsicAP trial and completed the full version of the computerized PHQ. In addition, 178 of these patients also underwent in clinical interviews as a gold standard. Confirmatory factor analyses showed very good fit indices for a two-factor solution. This model was structurally invariant among the various age and gender groups and internal consistency was acceptable (PHQ-4; α = .83, PHQ-2; α = .86, and GAD-2; α = .76). The best cut-off points to obtain high sensitivity values was 3, on both t...

Here we show, for the very first time, that commercial video games can be used to reliably measure individual differences in general intelligence (g). One hundred and eighty eight university undergraduates took part in the study. They played twelve video games under strict supervision in the laboratory and completed eleven intelligence tests. Several factor models were tested for answering the question of whether or not video games and intelligence tests do measure the same underlying high-order latent factor. The final model revealed a very high relationship between the high-order latent factors representing video game and intelligence performance (r = .93). General performance scores derived from video games and intelligence tests showed a correlation value of .963 (R 2 adjusted). Therefore, performance on some video games captures a latent factor common to the variance shared by cognitive performance assessed by standard ability tests.

With the rapid development of handheld devices, Ubiquitous Learning becomes more and more popular and has attracted many researchers in the field of E-Learning. Geography learning can be further adapted into smartphone platform with its mobility and GPS capability to be a useful learning system. In Taiwan, Junior high school students are conducted an experiment to assess the smartphone to study Geography. With simple test items, the proposed system generates individual learning profile and test analysis report for each student. After the experiment in one semester, the final-term examination for experiment and control groups was counted and compared. The experimental result shows that the students, which learned with proposed system, in the experimental group achieved better leaning efficiency by learning with ubiquitous Geography learning system assistance.

Programming is a complex task that requires generation of new ideas, thinking and creative skills. This study, therefore,
was aimed at strengthening the BASIC programming skills of guidance and counseling students of Veritas University
Abuja, Nigeria. Interest of students towards computer usage and gender were examined. The study adopted the pretestposttest control group, quasi-experimental design. 100 and 200 level students were selected with well-equipped computer
laboratory and available Computer lecturers were purposively selected from the University. Two intact classes with 50
students were randomly assigned to Experimental (25) and Control (25) groups. Treatment lasted 6 weeks. Instruments
used were Undergraduate Students’ Interest towards Computer Usage Questionnaire and Programming Skills Performance
Test with the reliability coefficient stands of 0.78 and 0.88 respectively. Data were subjected to Analysis of covariance and
Estimated Marginal Mean (EMM) was used to determine the magnitude of the mean score across the groups at 0.05 level
of significance. More than half of the participants were female (62%). Treatment had a significant main effect on the
students in BASIC Programming Language F=36.385; p<0.05. Also, students’ interest in computer usage has no
significant effect on students F=2.109; p>0.0 performance in BASIC programming language F=0.021; p>0.05.
Computer based instructional strategy was found to improve students’ performance and stimulate student’s interest in
computer usage and programming in Veritas University Abuja. Computer based instructional strategy should be adopted
by computer lecturer in the teaching of computer programming in ICT in education to enhance students’ performance in
coding. Also, the strategy emphasis on the need to continuously use innovative strategies such as computer instructional
strategy to facilitate and improve instructional delivery.

This study took place in a school which adopted a "paperless classroom" policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students' reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls' handwriting skills and preference for handwriting were higher than the boys'. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students.

For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence...

The Patient Health Questionnaire-4 (PHQ-4) is an ultra-brief self-report consisting of a 2-item depression scale (PHQ-2) and a 2-item anxiety scale (GAD-2). The aim of the present study is to determine the psychometric properties of a computerized version of the PHQ-4 used to detect emotional disorders (anxiety and depression) in the primary care setting. A total of 1052 patients with suspected anxiety, depression, or somatic symptoms were recruited from 28 primary care centres participating in the PsicAP trial and completed the full version of the computerized PHQ. In addition, 178 of these patients also underwent in clinical interviews as a gold standard. Confirmatory factor analyses showed very good fit indices for a two-factor solution. This model was structurally invariant among the various age and gender groups and internal consistency was acceptable (PHQ-4; α = .83, PHQ-2; α = .86, and GAD-2; α = .76). The best cut-off points to obtain high sensitivity values was 3, on both t...

For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence...

The aim of the study is to investigate the use of cheat sheets in teacher education. The research analyzed state test anxiety levels of prospective teachers, the correlation between their cheat sheet evaluation scores and exam scores, and opinions of prospective teachers about the cheat sheet. Thus, the study was conducted as a convergent parallel mixed-method research in which both quantitative and qualitative methods were used simultaneously. The study group consisted of 24 prospective teachers. Data regarding state test anxiety levels of the prospective teachers were gathered just before the exam via State Test Anxiety Scale. The cheat sheet evaluation rubric designed by the researcher was used to evaluate the cheat sheets prepared by the prospective teachers. The prospective teachers’ exam scores were obtained from their responses. The data about opinions of the prospective teachers were collected via Standardized Interview Form developed by the researcher. The findings of the s...

BACKGROUND The Patient Health Questionnaire-4 (PHQ-4) is an ultra-brief self-report consisting of a 2-item depression scale (PHQ-2) and a 2-item anxiety scale (GAD-2). The aim of the present study is to determine the psychometric properties of a computerized version of the PHQ-4 used to detect emotional disorders (anxiety and depression) in the primary care setting. METHOD A total of 1052 patients with suspected anxiety, depression, or somatic symptoms were recruited from 28 primary care centres participating in the PsicAP trial and completed the full version of the computerized PHQ. In addition, 178 of these patients also underwent in clinical interviews as a gold standard. RESULTS Confirmatory factor analyses showed very good fit indices for a two-factor solution. This model was structurally invariant among the various age and gender groups and internal consistency was acceptable (PHQ-4; $\alpha$=0.83, PHQ-2; $\alpha$=0.86, and GAD-2; $\alpha$=0.76). The best cut-off points to obt...

This study sought to determine the efficiency of Computerized Nutritional Status Template (CONSTATE) in the assessing the health status of the students. DESIGN/METHODOLOGY/APPROACH The investigation utilized the simple experimental design. It uses three methods in computing the age, BMI and health classification of the students namely: Manual, Semi-manual and the computer-based.

Aim/Purpose Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to questio...

In the 21 st century, written exams continue to be the primary method of assessing factual knowledge. Conducting these exams online reduces the correction workload and offers advantages such as enhanced objectivity, assessment with the possibility to use software specific to the course and thus increased constructive alignment with teaching and learning processes. However, eExams are often conducted in spaces that are too small, since larger computer rooms are usually unavailable or not economically feasible. Hence, in June 2011, we implemented a system called Secure Exam Environment (SEE) that enables online testing in any lecture hall with electricity and LAN sockets using students' own devices while blocking access to unauthorized files or internet pages. Loan devices are offered to students that have no suitable device for the SEE. Assessment is conducted via Moodle and additional software (e.g. Eclipse, GeoGebra) can be used as well. The SEE also addresses important issues such as security, reliability, high availability, privacy, and flexibility. As of August 2017 we have conducted 1,241 such online exams with 46,342 students and are able to test up to 220 students concurrently. Furthermore, we offer students the possibility to choose their preferred time slot to sit an eExam within predefined weeks.

The use of technology within the education sector affects many aspects of the learning process, including assessment. Electronic assessment presents many advantages over traditional paper based methods and it is being widely used by teachers and educational institutions. The progressive acceptance and use of e-assessment has resulted in the development of a panoply of e-assessment systems. This paper aims to propose a framework for the analysis and comparison of e-assessment systems, to support the selection of the most suitable assessment instruments. The proposed framework is composed of eight criteria, variety of design options, scalability, security, access and usability, feedback features, personalisation, cost and interoperability, which were overall validated by the viewpoints of educational experts via an online questionnaire.

Internet-based assessment has been recently introduced into many courses taught at Silesian University of Technology, Gliwice, Poland. We have started with summative assessment (examination) and non-obligatory formative assessment. The next step was the implementation of obligatory formative assessment for some groups of students. In the paper the applied forms of formative assessment are thoroughly described. We present the method, obtained results, and students attitude to different forms of assessment. Students have been surveyed on various aspects of web-based assessment - in particular, on the methods of cheating. We discuss the range of cheating, ways of cheating and precautions to be taken. The authors&#39; experience and findings may be helpful for teachers applying Internet for students&#39; assessment.

For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence...

We consider the ultimate goal of introducing as a service to the academic community online formal summative assessments in a blended-learning context at the scale of a higher education institution.. In a first stage, we explore the perceptions of e-assessment by two primary stakeholders: academics and students. We conjecture that a successful global implementation of eassessment relies on the simultaneous adoption by academics and students. To test this hypothesis, we: 1) define a technological framework that is able to support e-assessment for the whole academic community; 2) identify three main eassessment scenarios that cover a range of possible domains and contexts; 3) implement experiments with early adopting teachers and collect qualitative and quantitative surveys from students. The results are analysed and discussed in order to assess the current framework and adapt it further to deploy it at faculty level.

Examinations that are conducted using a paper-based method require a lot of planning and the whole process can be hectic for universities, students and instructors alike. Most universities in various parts of the world have started to shift to computerized systems due to certain limitations of paper-based exams, such as human error in grading answer sheets and biases in marking, wastage of resources, and students’ satisfaction issues. Hence, it has become very important for universities and educatorsto measure the level of theirstudents’satisfaction towards this new approach. The current study is an attempt to investigate the impact of computerized exam processes on students’ satisfaction level. The study was conducted using a 15-item questionnaire that was circulated using a survey method to 7873 students from both the male and female branches of the Saudi Electronic University (SEU) who had just finished their computerized exams for the first semester of the 2019 academic year. The research findings conclude that computerized-based exams were fairer than paperbased examinations, as there is no human bias in the marking and students were able to finish their exams without stress, which indirectly improved their performance and resulted in a high satisfaction level with this system of assessment. Our findings highlight the importance of measuring students’ satisfaction level with computerized exams at the SEU, as this will help other universities in the Middle East and North Africa region, as well as globally, in understanding students’ perceptions of computerized exams and assist in designing an appropriate approach to assessment by overcoming various associated challenges

The authors have previously researched and analyzed, both manually and with the help of a computer program, preschool and primary school children's performance in the eye-hand coordination test and their depth perception. The study used the standardized DTVP-2 test-a psychophysiological test, and it will report as a golden standard for evaluation of visual-motor and visual perception integration. Computer-aided test processing significantly accelerates the collection and acquisition of test results-as we know, time is now a very high resource that everyone needs to spare. We evaluated the stereo vision of 56 participants by using the TNO test and eye-hand coordination. The participants were children of preschool and primary school age. Twenty of them were from a school for children with cognitive disabilities. The TNO test results showed that 54% of children between the ages of 5.5 and 9.0 years old had 60 arcsec, 18%-120 arcsec, and 29%-240 arcsec. The DTVP-2 test execution rate shows a very strong correlation with the stereoacuity (r = 0, 90; p < 0, 05). A computerized DTVP-2 test performance coefficient shows a higher correlation with stereo (r =0, 99; p < 0, 05). The DTVP-2 performance coefficient related to stereovision value-the higher the eye-hand coordination performance coefficient, the lower are the stereo threshold value. The conclusions of master thesis research became hypotheses of PhD research and started developing a ViMoT methodology. The development of a new methodology (ViMoT) for assessing visual-motor coordination and visual perception in electronic format and the subsequent development of a computer program will facilitate many specialists' work. It will make it possible to devote more time to processing, but correction or help of an individual (patient), depending on his problem. By working in an interdisciplinary manner, there is an in-depth knowledge of the topic, researched, and new solutions relevant to e-learning. Ensures the quality of the research and increases competitiveness. The following primary research methods will be applied to achieve the aim of the study: theoretical data research as descriptive analysis, content analysis, and comparative method; mixed type of methods as both qualitative research methods and quantitative research methods-document use, case studies, surveys, focus groups discussions and interviews with target groups, experimental and practical testing of recommendations; analysis methods as descriptive analysis, statistical analysis, and others. Today's users and learners require a user-oriented and personalized approach, not only in applications but also in education. The primary study aims to develop components for improving e-learning and learning process Visual-Motor Test (ViMoT) methodologies based and a new computerized tool on visual science basic principles, psychophysiological, and learners' needs.

The purpose of this paper is to uncover an institutional reason behind herding and the key to successful execution of the accumulation-lift-distribution (ALD) trading strategy. Design/methodology/approach-The paper proposes the perception alignment hypothesis (PAH), which is based on a large number of empirical episodes. Extensive empirical and theoretical literature of 79 articles is reviewed. These are selected from previously unrelated fields of prosecuted cases in market manipulation, sell-side analysts' recommendations and internet rumors. These studies are put into a unifying conceptual framework. Findings-The proposed PAH can explain some herding episodes that were generated for the purpose of executing ALD. Practical implications-The value of the approach is that while behavioral biases are hard to change, perception alignment can be more responsive to regulation. Originality/value-This paper is the first to propose the PAH. It provides an explanation for the causality of herding that complements the traditional literature on the psychological weaknesses of investors. This paper opens a debate on whether the stock market is fully competitive because investors have behavioral biases and certain institutions take advantage of those biases.

The need for distance education is increasing due to such reasons as keeping up with the changing social conditions, meeting the learning needs of the individuals and enabling them to be lifelong learners. In addition to many advantages distance education provides, it also has certain restrictions. One of these restrictions is the problems encountered in evaluating students' success and performance. The purpose of this study is to examine the viewpoints of lecturers regarding the evaluation process of academic success and performance of those students who are attending to online distance education program and to compare lecturers' views on assessment and evaluation practices carried out in face-to-face classroom environment with those online assessment and evaluation practices. The study was a case study and the data of the study were collected from the lecturers who lectured in a distant education program of a state university. Based on the findings of the study, the problems that lecturers have in evaluating the success and performance of the students in online distance education and possible solution suggestions for these problems are presented.

We challenge the arguments of Cooper et al. (2016), who defended some deceptive practices of high-frequency traders (HFTs) and advocated for deregulation of financial markets. The article claims that Cooper et al. (2016) ignored the negative impact of HFTs on market quality, stability, and ethics, and used a weak and misleading analogy of poker to justify deception in financial markets.
The article examines two common deceptive tactics used by HFTs: spoofing and quote stuffing. Spoofing involves submitting and cancelling large orders to induce other traders to trade in the desired direction, while quote stuffing involves flooding the market with orders and cancellations to create congestion and arbitrage opportunities2. The article argues that these tactics are manipulative, unethical, and illegal, and that they harm other investors and the market as a whole. The article discusses the recent regulatory developments in the US and the EU to curb HFTs and mitigate their deception-based consequences. The article supports the preventive, computerized, and more effective regulations that target trading activities rather than traders, such as the Limit Up-Limit Down Regulation, the maximum order-to-trade ratio, and the minimum resting time of displayed orders. The article concludes that these regulations reflect ethical concerns and may represent the future direction of financial regulation.

Purpose – The purpose of this paper is to assess the US Securities and Exchange Commission's new regulation, Limit Up–Limit Down (LULD), against the background of manipulative high-frequency trading (HFT).

Design/methodology/approach – This paper examines the background of HFT and related manipulative tactics by reviewing 43 articles of empirical research. It also examines areas in which LULD is effective and those in which LULD fails. The assessment of LULD is completed with a comparison between computerized regulation and legal enforcement in the contemporary reality of electronic trading platforms.

Findings – The paper points out the effectiveness of LULD in regulating wild price volatility as well as its insufficiency when facing orderly but fast price momentum ignited by manipulative HFT such as " spoofing ". Practical implications – The findings may provide assistance to lawmakers and regulators to improve LULD regulation.

Originality/value – This paper is the first attempt to assess LULD regulation against a comprehensive background of manipulative HFT. The paper is of value to other researchers concerned about the instability to the equity market that manipulative HFT can create. The paper is also of interest to policymakers in designing effective regulation in the high-frequency era.

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible.