SOFTWAREAS AN ASSESSMENT TOOL AT
ENGLISH EDUCATION DEPARTEMENT, UIN
SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Lailatul Chikmah
NIM D05212016
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
SOFTWAREAS AN ASSESSMENT TOOL AT
ENGLISH EDUCATION DEPARTEMENT, UIN
SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Lailatul Chikmah
NIM D05212016
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda
Nama : LAILATUL CHIKMAH
NIM : D05212016
Fakultas/Jurusan : PENDIDIKAN BAHASA/PENDIDIKAN BAHASA INGGRIS E-mail address : chikmahlailatul13@gmail.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non
Skripsi Tesis yang berjudul :
STUDENTS’ PERCEPTION ON PROPROFS ONLINE COMPUTER ASSESSMENT SOFTWAREAS AN ASSESSMENT TOOL AT
DEPARTEMENT, UIN SUNAN AMPEL SURABAYA
Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih mengelolanya dalam bentuk
menampilkan/mempublikasikannya di Internet atau media lain secara
akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya: : LAILATUL CHIKMAH
: D05212016
: PENDIDIKAN BAHASA/PENDIDIKAN BAHASA INGGRIS : chikmahlailatul13@gmail.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :
Tesis Disertasi Lain-lain (………
STUDENTS’ PERCEPTION ON PROPROFS ONLINE COMPUTER
ASSESSMENT SOFTWAREAS AN ASSESSMENT TOOL AT ENGLISH EDUCATION DEPARTEMENT, UIN SUNAN AMPEL SURABAYA
Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format mengelolanya dalam bentuk pangkalan data (data base), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai
tau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
pernyataan ini yang saya buat dengan sebenarnya.
Surabaya, 30 Agustus 2016 Penulis
(
Lailatul Chikmah PERPUSTAKAAN
Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031
tangan di bawah ini, saya:
: PENDIDIKAN BAHASA/PENDIDIKAN BAHASA INGGRIS
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan Eksklusif atas karya ilmiah :
lain (………)
STUDENTS’ PERCEPTION ON PROPROFS ONLINE COMPUTER-BASED ENGLISH EDUCATION
Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini media/format-kan, pangkalan data (data base), mendistribusikannya, dan untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta
Surabaya, 30 Agustus 2016 Penulis
) Lailatul Chikmah
Based Assessment Software as an Assessment Tool at English Education
Departement, Uin Sunan Ampel Surabaya. A Thesis. English Teacher
Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Sigit Pramono Jati, M.Pd.
Key Words:Students’ Perception, Computer-based assessment, ProProfs Online
Computer-based assessment software (CBA), Assessment tool.
ProProfs has been used for the first time at English Education Departement, Uin
Sunan Ampel Surabaya by one of the lecturer there. Since the use of ProProfs online Computer-based Assessment is novel for students, pros and cons arose regarding this assessment model. The researcher conducted this research to know
“students’ perception and the result score towards the use of ProProfs online CBA
Software as an assessment tool”. This research was based on the preliminary research on January, 2016. It was reported that the use of ProProfs in English education department was extremely sparse. So they have varied perception on
ProProfs online CBA. Certainly, the finding of this research can give better way in
assessing. In addition, the conclusion of this study could give evaluation for the lecturer who uses ProProfs. The design of this study was descriptive quantitative. The population of this study was Classroom Management Course that consists of 73 students. Based on the result of the analysis shows that there were 93% from the positive component, and there were 7% from the negative component on students’ perception. Both of them state “STRONG” criterion, but the positive component taken major choices. It means that the students’ perception were positive on ProProfs online CBA software as an assessment tool. Then, it was indicated that the data from positive component higher than the data from negative component. For the second research question result, it was shows that the use of ProProfs online Computer-based Assessment as assessment tool got “Good” criterion score. It concluded that the students’ score was average. The
mean of the students’ score was 70 until 79. Therefore, it is recommended that (1)
it would be better that the lecturer should give further explanation of the assessment direction. In addition, the lecture should be aware about facilities of them whether the computer and the internet connection were provided or not. It
could help the students’ enhanced levels of motivation and confidence. (2) Other
COVER ... i
ADVISOR APPROVAL SHEET ... ... ii
EXAMINER APPROVAL SHEET ... iii
DEDICATION SHEET ... ... iv
MOTTO ... v
ACKNOWLEDGEMENT ... vi
PREFACE ... viii
ABSTRACT ... ix
PERNYATAAN KEASLIAN TULISAN ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF CHARTS ... xv
LIST OF APPENDICES ... xvi
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Research Question ... 7
C. Objective of The Study ... 8
D. Significance of The Study ... 8
E. Scope and Limits of The Study ... 9
F. Definitions of Key Terms ... 10
CHAPTER II: REVIEW OF RELATED LITERATURE ... 13
A. Review of Related Literature ... 13
a. Theoretical Framework ... 13
CHAPTER III: RESEARCH METHODOLOGY ... 47
A. Research Methods ... 47
B. Researcher Design ... 47
C. Researcher Subject ... 48
D. Data and Source of Data ... 49
E. Instrument of the study ... 50
F. Data Collection Technique ... 53
G. Data Analysis Technique ... 54
CHAPTER IV: RESULT AND DISCUSSION ... 58
A. Research Findings ... 58
B. Discussion ... 79
CHAPTER V: CONCLUSION AND SUGGESTION ... 83
A. Conclusion ... 83
B. Suggestion ... 84
References
CHAPTER I
INTRODUCTION
A. Background of the Study
Educational system has been influenced by a rapid change in technology as it is
increasingly used in teaching and learning. With the development of technologies,
computer has evolved as a tool that can improve the accuracy and efficiency of tests.
In that case, we cannot close the possibility that you ever unconsciously experienced
it. Furthermore, the use of online Computer-based assessment is increasing in
developed countries. As a consequence, the assessment that usually done
conventionally using Paper-based assessment little by little began to be replaced with
Computer-based assessment or commonly abbreviated into CBA.
“E-assessment, online assessment, computer assisted or aided assessment; computerized assessment or computer based assessment is any assessment activity which involves the use of computers.”1
In simply definition, CBA means the practice of giving quizzes and tests on the
computer by online instead of using pencil and paper. Computer-based assessments
and online assessments already used widely in many different environments and may
be wave of the future. Since the past few years, developments in the use of CBA
1
were more advanced. During that period, the progressing of CBA is making interest
to the people of educational world. Advances in computer technology continue to
change the lives of educators and students. One of the exciting new ways to use
computers in education is in testing. Computer-based assessment is a broad term that
can cover some different types of testing tools and technologies. One of the most
common is online assessment, in which the creator uses online assessment creation
software to develop a test. Then, the creator provides a link to the students, who take
the test online. Computer-based assessment software is a tool that helps teachers to
create online tests for assessment purpose. Some Indonesian universities by any
chance have adopted computer-based assessment (CBA) for their courses and
examinations.
As a consequence, a few teachers of some universities have been using it. One of
the online CBA software that can be use by teacher is ProProfs. It is have variation
of application to make questions.
“ProProfs products, including Quiz, Survey, knowledge and training tools, are used by many Fortune 500 companies such as Sony and Dell, along with users from leading educational institute like Harvard and Yale.”2
2
“Online Computer Based Assessment Software Create tests with computer based assessment
In ProProfs’ website more than one million pieces of content provided in about
seventy languages; and it is online training and assessment or testing with the
world’s largest library of professional tests and quizzes. ProProfs was founded by
Sammer Bhatia on the vision that knowledge should be freely available to people
from all walks of life.
The software allows teachers to not only create online tests but also helps them in
automatically grading test papers and managing the reports of students. Some over
plus of this website are: the question shows randomly when it is open by each
students so that they cannot cheating, the testing schedule decided by the creator
(like how long the quiz test is activate and how long the time to answer the question),
Each item will tell the students it is weight or point of each question display in the
screen, the students directly know their score at the end of the test, the availability of
a certificate of achievement, and the teacher directly know the score of their students
by looked to their ProProfs website account without face to face with the students.
Using the software, teachers could create and assign test to students who could
access them on the go from several devices such as laptops, tablets and even
Smartphone.
ProProfs has been used for the first time in Education Department Faculty and
Teacher Training at the State Islamic University of Sunan Ampel Surabaya (UINSA)
novel for students at UIN Sunan Ampel Surabaya, pros and cons arose regarding this
assessment model. The researcher conducted this research to know “students’
perception and the result score towards the use of ProProfs online CBA Software as
an assessment tool that provided in online website”. The reasons to chose ProProfs
for this research was because rather than others software, ProProfs gives more
advantages. Like the availability of various template types to make questions for the
exams or tests, the availability of a certificate of achievement, teachers can receive
detailed reports and notifications, the tests can be accessed from a range of devices
such as tablets, smartphones and laptops making anytime, anywhere learning
possible, etcetera.
This research was based on the preliminary research on January, 2016. By
interviewing the Students, it was reported that the use of online CBA as an
assessment tool at English education department was extremely sparse. So they have
many and varied opinion regarding the use of online CBA. In this case, this research
was very important to know. Certainly, the finding of this research can give better
way in assessing. In this case, this research was very important to know. Certainly,
the finding of this research could give better way in assessing. Also, the conclusion
of this study could give evaluation for the lecturer who uses ProProfs. In addition,
Despitefully, ProProfs Software used by one of the lecturer to assess students
regarding what students have learned in their educational environments. It was very
important to do a research according this topic. The assessment conducted for their
Mid-term exams, which often make up a large part of a student’s grade in the course.
The Mid-term exam is one of the Summative assessment types. It was used as a
measure of how well students have achieved the desired learning objectives after the
learning has occurred. Assessment model like this is one of interesting issues to
examine as novel assessment model for the students. As a matter of fact, no others
lecturer in The State Islamic University of Sunan Ampel Surabaya has been used this
model until today, especially in English Education and Teacher Training Program. In
some universities around the world, educators are getting understand that how the
online CBA is better and efficient than offline or Paper-based assessment. Thus, if
this kind of assessment or test can engage the student to the course, it could be
benefits to the learning process. In addition this kind of assessment would use
continually.
Besides, the use of online CBA is the one development created by the lecturer of
English Education and Teacher Training at UINSA. It was also the proven that
UINSA is one of the developed universities in Indonesia. It was also supported by
the accreditation of English education department that got “A” marked. The English
language education program began unveiled for the first time through “A” mark of
Education and Teacher Training give an effort to improve the quality, accreditation
was done through the National Accreditation Board (BAN - Badan Akreditasi
Nasional).
By examine the issue of “ProProfs online CBA Software as an assessment tool”
it would however be beneficial for all people splash around the educational world
especially in UINSA. Until this research carried out, we do not know yet about
students’ perception and the result score towards ProProfs online Computer-based
Assessment Software. Unfortunately not much research about ProProfs has been
published. Although there was no research that take up ProProfs as the main topic at
research but there are some international journal and thesis which mentioned
ProProfs in their research. For instance, a research with the title “Information
Technology of Easy English for Children (Blog Education)” by Pandu Seto Dewo
Prabowo and Arido Laksono, S.S, M.Hum. The writer creates interactive materials to
learn English by using blog as a medium that can be accessed through the internet.
The writer provides this blog with some interesting features like Figures and videos
so students will not get bored to learn English through blog. Then, the writer also
provides online exercise to help students see their understanding about the material
preserved. In this research, ProProfs used to provide the online exercise.
In summary, the writer believes that this research would give new contribution in
computer based educational tool or system that enables you to learn anywhere and
anytime) and preferences for the next research because this moment was the first
time to have ProProfs testing or assessment model as the main topic in the research
context. In other side, this online Computer-based Assessment could be a solution to
optimize the test activities that were still done conventionally. Based on the
explanation above, the researcher interested to analyze the following title “Students’
Perception on Proprofs Online Computer-based Assessment Software as an
Assessment Tool at English Education Departement, Uin Sunan Ampel Surabaya.”
B. Research Question
Concerning on the background of this study, the researcher determined the
problem of the study that becomes the concern of the discussion. The problem
statements which are separated by some questions below:
1. How is the students’ perception on ProProfs online Computer-based
assessment Software as an Assessment Tool at English Education
Departement, Uin Sunan Ampel Surabaya?
2. What is the result of student score regarding the use of ProProfs online
Computer-based assessment Software as an Assessment Tool at English
C. Objective of the Study
This study was aimed at the students’ perception and their result score on
ProProfs online Computer-based assessment Software as an Assessment Tool in
UINSA, which is reflected from background and statement of the studies. The results
of this study would identify areas for online CBA, as well as establish a baseline for
creating future Computer-based Assessment. This major’s goal was elaborated into
the following minor aims:
1. To describe the students’ perception on ProProfs online Computer-Based
Assessment software.
2. To find out the result on the students’ score regarding the use of ProProfs
online Computer-based Assessment software as an assessment tool.
D. Significances of the Study
As this study was about analysis towards students’ perception and students’ result
score on ProProfs Online Computer-based assessment software as an assessment
tool, the results of this study were expected to serve theoretical and practical
purposes. To make this significance easy to be understood, these followings are the
details:
a. Theoretical Benefits
Theoretical contribution was presented into the theories of
However, there were many things to be uncovered in the using of CBA
and assessment in language learning. Hence the researcher focuses on
analysis of CBA software as an assessment tool as the development of the
study. Related to this analysis, it helps to uncover the use of that
assessment model. Besides, this research can be useful for the
development of testing or assessment model in each level of education in
this world especially for the university that would print-out the candidate
of teachers.
b. Practical Benefits
Appropriate assessment tool and model was expected to build a
certain studies as practical significance. The result of this research was
expected to help the readers get the information about the useful
information, advantages, and disadvantages of using ProProfs online
CBA software. This result was also useful for the student teachers as
reference to construct the assessment and testing ways when they became
a teacher later. Moreover, this study could inspire the future researcher to
find the topic similar with this study or any further research.
E. Scope and Limitation
As it was impossible to study all areas related to the topic of the research, it
was important to have scope and limitation of the study. The problems deal only
a. Scope
This study was done by using any technological tools and resources
that connect the researcher on the research. The earlier of this research
states that this study was done through the theory of assessment. The
reason was because this study mainly tries to find the explanation and
description of the online Computer-based Assessment Software used in
assessing language learning in Mid-term exams.
b. Limitation
The researcher was going to do the research as mentioned in the
objective of the study. The class that researcher take was Classroom
Management Course that consists of 73 (seventy three) students.
F. Definition of Key Terms:
In order to avoid the misunderstanding and misinterpretation about the basic
concepts in the study or in this research field only, the definition and key terms
were stated below:
1. Students’ perception
perception of the students as the process of interpretation, organization of
students’ stimulation are influenced by a variety of knowledge, desire,
and experience, which are relevant to stimulation effected by human
In this research, Students’ perception means students’ interpretation were
influenced by a variety of knowledge, desire, and experience towards
ProProfs online Computer-based Assessment software as an assessment
tool at English Education Departement, UIN Sunan Ampel Surabaya.
2. Computer-based assessment:
E-assessment, online assessment, computer assisted or aided assessment;
computerized assessment or computer based assessment is any
assessment activity which involves the use of computers.3
In this research, Computer-based assessment is in essence, the practice of
giving quizzes and tests on the computer instead of using pencil and
paper.
3. ProProfs Online Computer-based assessment software:
Computer based assessment software is a tool that helps corporate
instructors and teachers to create online tests for online teaching.4
In this research, ProProfs is the software or a tool used by the lecture to
create online test and assessment for the students.
3
Bull, J, Computer Assisted Assessment: Impact on Higher Education Institutions. (Educational Technology & Society, 2(3), 1999), 123.
4 “
Online Computer Based Assessment Software Create tests with computer based assessment
4. Classroom Management Course:
In this research, Classroom Management Course is one of Personality
Development Course in English teacher Education Department Faculty of
Tarbiyah and Teacher Training at the State Islamic University of Sunan
Ampel Surabaya.
5. Assessment tool:
In this research, Assessment tool is an instrument or simple piece of
equipment that lecturer hold and used for assessment purpose.
6. Mid-term test:
In this research, Mid-term test is an examination administered in the
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Literature
a. Theoretical Framework
The literature in this chapter gives a brief explanation about some
theories that will support this study. It deals with the theories related to
students‟ perceptions, while the researcher decides this research covers three
main areas: Explanation of ProProfs Assessment Software, Computer-based
Assessment, and student‟s perceptions.
1. ProProfs Online Computer-based Assessment Software
Proprofs is a Knowledge Management Software for quizzes, tests,
training, flashcards, and knowledge base. The software allows teachers to not
only create online exams but also helps them in automatically grading test
papers and managing the reports of students. ProProfs have variation of
application to make questions.
“ProProfs products, including Quiz, Survey, knowledge and training tools, are used by many Fortune 500 companies such as Sony and Dell, along with users from leading educational institute like Harvard and Yale.In ProProfs website more than one million pieces of content provided in about seventy languages; and it is online training and assessment or
testing with the world‟s largest library ofprofessional tests and quizzes.”1
1
“Online Computer Based Assessment Software Create tests with computer based assessment
ProProfs was founded by Sammer Bhatia on the vision that
knowledge should be freely available to people from all walks of life.
Sameer and his team made ProProfs very easy to use. There are vast
amount of options available when creating a tool online at ProProfs, yet it
doesn‟t make things complicated for anybody to use. The user doesn‟t need
to learn how to code or convert files. ProProfs Software is a leading quiz or
test site, ideal for teachers or lecturers to create and deliver online
assessments to learners.
The software comes with an intuitive and interactive interface and
supports multiple question types such as checkboxes, fill-in-the-blanks, true
or false, multiple choice, essay types and more. Creating a test is easy with
ProProfs. There are millions of quiz templates on various topics which
instructors can use to create their own assessments. The tests are
automatically graded saving them time and effort. Lecturer can also award
learners with custom test completion certificates. In addition to these benefits,
ProProfs software is a fully hosted solution, which makes it possible for
trainers, schools, universities, or large enterprises to access it 24/7 online
from any browser, platform or mobile device. They can take full advantage of
advanced options such as online quiz libraries (to select quiz questions from a
wide range of educational topics). Using educational assessment software,
students. Teachers even receive detailed reports and statistics to analyze how
their students have performed as well as identify knowledge gaps so they can
assist learners accordingly.
a. ProProfs specifications
1) Intended Users
Freelancers, Large Enterprises, Mid Size Business, Non Profits,
Public Administrations, Small Business.
2) Devices Supported
Linux, Mac, Windows, Web-based, Windows Phone.
3) Supported Countries
Asia, Australia, Canada, China, Europe, Germany, India, Japan,
Latin America, Middle-East and Africa, United Kingdom, United
States.
4) Supported Languages
Arabic, Chinese (Simplified), Chinese (Traditional), Czech,
Danish, Dutch, English, Finnish, French, German, Hebrew,
Hungarian, Indonesian, Irish, Italian, Japanese, Korean,
Norwegian, Polish, Portuguese, Russian, Spanish, Swedish,
Taiwanese, Thai, Turkish, Ukrainian.
FAQs, Forum, Knowledge Base, Online Support, Phone Support,
Video Tutorials.
6) Ranking in Categories
Number 57 in HR and Employee Management Software Training
Software and Number 187 in IT Management Software
Development Tools Software.
b. Key Features of ProProfs Quiz Maker
1) Create online quizzes
2) Full data portability – store, print, embed your quiz on websites
3) Create surveys, polls and flashcards
4) Supports multiple question types
5) Sell or buy quizzes - ecommerce integration
6) Add documents, PPTs, PDFs, videos, wikis, blogs etc
7) Track who took your quiz
8) Automated grading
9) Free quiz templates
10)Custom quiz completion certificates
11)Online classroom for learner management
12)Detailed quiz statistics
13)Exam stats & reports
c. How to Create a Quiz in ProProfs Online Quiz Maker.
These are the step to create
1) Go to the ProProfs homepage a Quiz in ProProfs.
http://www.proprofs.com/
Figure 2.1
Home page of ProProfs
2) Then select either try it for free or sign up
Figure 2.2
3) After completing the process above (depending on which option you
choose, find Create a Quiz.
4) Select the type of Quiz you want to create. Most often it will be a scored
Quiz.
Figure 2.3
Quiz maker page
5) Click Continue.
6) Click on Enter Quiz Title to name your Quiz.
7) Select the type of question you want to include and drag it onto the
Figure 2.4
Sign up page of ProProfs
8) Click on edit question (or Type Question Here). Enter your question
information. Remember to indicate the correct answer.
9) In Edit mode, you can add an explanation and insert media files.
10)You can drag quiz questions up and down to reorder using the Cross
Arrows.
11)When you are done, you can Preview your Quiz or click “Done”.
Figure 2.5
12)You will be taken to a screen that lists all the Quizzes you have created.
The next step is to Edit Settings.
Figure 2.6
List all the quizzes page of ProProfs
13)On this screen, you have the following options:
a) Assign points to the quiz or to each question (if you choose this option,
you also need to click on Manage Point Assignment and assign points to
each question – when you are done, click Save and Close Window).
b) Set a time limit.
c) Indicate how the results will show and a minimum passing score.
pass/fail
letter grade
good or excellent
customize
d) Order the questions – predetermined or stuff.
f) Select the number of questions per page.
g) Add a Quiz header.
h) Award a certificate based on student‟s score.
14)When you are done, you know have the option to Email, Link, Embed,
or Print the Quiz.
15)This is the same screen you will go to see quiz reports and stats.
16)The results will show the student‟s name as Guest when using a free
account. To get to the Quiz to see their name, click on the View link.
Figure 2.7
List results page of ProProfs
17)To access your quiz once you have an account, click on Quizzes.
18)In this software certificate is provided, which students should download
by clicking on the Print or Download Certificate link and go to File and
Figure 2.8
ProProfs’ certificate of achievement
In summary, we need to sign up for account (the basic account is
free). Then, we can create a quiz or test by following the step by step
instructions above. Quiz or test can be shared on Facebook or Twitter,
embedded on a website, emailed to people, or accessed via a URL. We
can also print out the quizzes or the test. Once participants have
completed a test, we can download the results, get instant grades for
them, and issue certificates to successful completers. The Students can
download the certificate directly after the end of the assessment. The
certificate consists of the students‟ name, the score, the class, the date,
2. ProProfs Mid-term Exam direction
Figure 2.9
Before the students did the Mid-term examination test, the
lecturer given the Mid-term exam directions. The Mid-term exam
directions explain how students did the exam, the point, also the
detailed of the exam. The students have detailed information about the
date, exam duration, the link active, exam question, each item point, and
the way how the students did the examination.
3. Computer-based assessment
1. Definition of Computer-based Assessment
The definition of Computer-based Assessment according to Bull is
any assessment activity which involves the use of computers.
“E-assessment, online assessment, computer assisted or aided assessment; computerized assessment or computer based assessment is any assessment activity which involves the use of
computers.”2
Meanwhile, Computer-based assessment (CBA) describes one
potential source of (diagnostic) assessment input.
“Computer-based assessment (CBA) - describes one potential source of (diagnostic) assessment input. It also refers to the conceptualization and administration of tests using computers with
software applications either commercial or open source.”3
2
Bull, J, Computer Assisted Assessment: Impact on Higher Education Institutions. (Educational Technology & Society, 2(3), 1999), 123.
3
John, Mulvaney, Thesis: “Computer-based Assessment and the Effects it has on Middle School Aged
Computer-based Assessment is a broad term that can cover some
different types of testing tools and technologies. One of the most common
is online assessment, in which the creator uses online assessment creation
software to develop a test. Then, the creator provides a link to the
students, who take the test online. Any type of testing that involves the
use of these technologies, as opposed to paper and pencils can be
considered under the umbrella of Computer-based Assessment.
In addition, Computer based assessment definition at it is broadest,
the definition of computer based assessment is this: “the use of digital
tools for assessment-related activity.” Notice the use of the term “digital
tools” rather than “computers” this is because today computer based
assessment can also be both created and taken using laptops, tablets, and
even smartphones. Any type of testing that involves the use of these
technologies, as opposed to paper and pencils can be considered under the
umbrella of computer based assessment.4
2. Types of Computer-based Assessment:
Here are two of the most common types of Computer-based
Assessment:
4
a) Assessment embedded within e-learning modules.
This type is most similar to the original computer based
training. Here, online assessments are embedded within larger
e-learning modules so that all of a student‟ e-learning activities take place
on the computer. For example, a student might watch a video that has
comprehension questions contained within it. Or, a student may
complete a full e-learning module that culminates in a final test.
b) Standalone online assessments.
This type is relatively new, and it is being used in all kinds of
learning environments, including in-person courses. Here, an
instructor uses an online assessment creator to develop quizzes and
tests, which students then take using an online platform. Online
assessments have many possible applications, from traditional chapter
quizzes to final exams. They can also be used to boost student
engagement and measure retention on an ongoing basis. For example,
an educator could start every class with a short quiz that students take
on their smartphones.5
In simply definition, CBA means the practice of giving
quizzes and tests on the computer instead of using pencil and paper.
5“Online assessment software defining computer
3. Transition to Computer-based Assessment
and has transformed from traditional paper-and-pencil format to
computerized and web-based format.
“Analyzed the essential components of the computer-based assessment
for students‟ problem solving capability, which included problem translation and integration as well as solution planning and execution.”7
Web-based systems offer many novel features that cannot be
implemented in the Paper-based systems, such as real-time data
collection, management and analysis capability; individualized learning
and teaching assessment; and distributed and interactive assessment.
Finally, increased student numbers and decreased staff resources expedite
the need to develop electronic learning and assessment methods for
students and instructors.
“Research findings revealed the necessity to incorporate different learning styles into the educational assessment in order for a more accurate and meaningful outcome to be achieved.”8
6
Gomersall, Practical implementation of testing on a large scale, and implications for future e-assessment and e-learning, (2005).
7
Baker, E. L., & Mayer, R. E, Computer-based assessment of problem solving, (Computers in Human Behavior, 15(9) (1999), 269.
8
Ayre, & Nafalski,“Recognizing diverse learning styles in teaching and assessment of electronic
In addition, the other research also state that CBA has been used in
many discipline area.
“Computer-based assessment has been used in many disciplines to give both formative feedback and to offer summative testing. This is especially so in the sciences. There is evidence to suggest that formative computer-based assessment can produce improvement in student learning outcomes and that this can lead to positive attitudes of students to learning.”9
4. Benefits and Risks of Computer-based Assessments
The existence of CBA certainly arose both of advantages and
disadvantages sides. Here are some advantages of Computer-based
assessment:10
a) Greater precision in timing and delivery of test items, and
measurement of perceptions.
This is particularly important where timing is critical. For
example, in assessment of short-term memory but less so in the
present study.
b) Standardised presentation.
The test is exactly the same for all recipients, whereas with
human administration some variation is inevitable.
9
Clariana,“Achievement predictors for a computer- applications module delivered via the world-wide web”, (Journal of Information Systems Education, v11n1 (2000) 13.
10
Chris Singleton, “Computer-based assessment in education,” (Department of Psychology,
University of Hull, Educational and Child Psychology, (Special Issue on „Information Technology and
c) Savings in labour, time and cost.
CBA can reduce the costs associated with entering,
collecting, aggregating, verifying, and analyzing data.
d) Increased motivation.
Students with special educational needs have been found
to display negative perceptions to conventional tests given in
pen-and-paper format or administered by a human assessor.
e) Development of innovative types of assessment.
The CBAs used in the present study were regarded by the
children as being more like „games‟ than „work‟. This appears to
have been a significant motivator and the principal reason for the
preference for the CBAs over the conventional tests.
f) Assessment in special education.
Most notably, in assessment of children with severe
physical disabilities or profound sensory impairments.
g) Wider access to up-to-date assessments.
In particular, the potential (yet to be realised) of the
internet for delivery of the most up-to-date version of any
Here are some advantages of Computer-based assessment:11
a) Development time and associated costs.
Due to programming and other technical requirements, the
creation, validation and standardisation of any test in computer
form generally takes longer and is more expensive to develop than
an equivalent conventional form.
b) Limitations in certain aspects of assessment.
CBA is best suited to measurement of cognitive and
intellectual abilities, fact knowledge, basic skills and curriculum
content. That leaves several important aspects of behaviour that
are currently impossible (or impractical) to measure using CBA,
including expressive language, social and emotional behaviour,
and probably any assessment where large amounts of text reading
are required.
c) Risks of technology failure.
Although these can never be eliminated, experience
suggests that hardware and software reliability is steadily
increasing.
11Chris “i gleto , Co puter
d) Risks of abuse.
The ease of use of CBAs, although one of their principal
advantages, also creates potential dangers because users who do
not properly understand the nature of psychological or educational
assessment may be tempted to use them and may misinterpret
findings as a result.
4. Computer-based Assessment Linked to Performance
Not every student has the ability to succeed when placed in front of a
computer and asked to perform a task. Ricketts and Wilkes suggest that:
“The performance of students needs to be carefully monitored to ensure that any changes in delivery are seen to be fair and consistent and that the use of computer-based assessment is generally acceptable to students, who particularly appreciate the speed of marking and
feedback.”12
However, the acceptability to students is highly influenced by the way
in which questions are presented. Thus, presentations which require
scrolling are less acceptable than those in which questions are presented
one at a time.
“Wang et al, states that formative assessment refers to those activities that are used to help students learn. These types of activities include short tests and quizzes, question and answer in the lesson, assignments, homework, and so on.”13
12
Rickets, & Wilks, Is computer-based assessment good for students?, in: M. DANSON & C. EABRY (Eds) Proceedings of the Fifth International Computer Assisted Assessment Conference 2001 (Loughborough, Loughborough University, 2001).
13
Wang, et al. “Learning styles and format assessment strategy: enhancing student achievement in
The learning environment must consider centralization in assessment,
in particular to value formative assessment.
“Higgins, Russell, & Hoffman concluded that scrolling negatively affects students with low computer skills and knowledge, but that more research would need to be done to get a more vivid Figure of the impact of different types of computer-based assessments.”14
It is not just that computer-based assessments may affect the way that
students learn but it is also the type used that also has an effect. Whether
students are able to see whole passages or the assessment requires
scrolling will affect their performance. This information is not however
readily available and the situation needs to be carefully monitored so that
it is possible to identify any changes in performance due to changes in
delivery.
5. Characteristics of a Good Assessment Program
According to Palomba & Banta, there are 13 Characteristics of a
3) Reflects programmatic goals and objectives for learning
4) Contains a thoughtful approach to assessment planning
5) Is linked to decision making about the curriculum
6) Is linked to processes such as planning and budgeting
7) Encourages involvement of individuals from on and off campus
8) Contains relevant assessment techniques
9) Includes direct evidence of student learning
10)Reflects what is known about how students learn
11)Shares information with multiple audiences
12)Leads to reflection and action by faculty, staff, and students
13)Allows for continuity, flexibility, and improvement in assessment
6. Assessment
a) Definition of assessment
Assessment is the process of gathering data. More specifically,
assessment is the ways instructors gather data about their teaching and
their students‟ learning.16
The term „assessment‟ is used both as a general umbrella term to
cover all methods of testing and assessment, and as a term to
distinguish „alternative assessment‟ from „testing.‟ Some applied
16
linguists use the term „testing‟ to apply to the construction and
administration of formal or standardized tests such as the Test of
English as a Foreign Language (TOEFL) and „assessment‟ to refer to
more informal methods such as those listed below under the heading
„alternative assessment.‟ For example, Valette says that „tests‟ are
large-scale proficiency tests and that „assessments‟ are school-based
tests. They therefore use the term „assessment‟ as the wider, more
acceptable term.
i. Types of assessment
There are three types of assessment: diagnostic,
formative, and summative. Although are three are generally
referred to simply as assessment, there are distinct
differences between the three.
1) Diagnostic assessment
Diagnostic assessment can help you identify your
students‟ current knowledge of a subject, their skill sets
and capabilities, and to clarify misconceptions before
teaching takes place. Knowing students‟ strengths and
weaknesses can help you better plan what to teach and
2) Formative Assessment
Formative assessment provides feedback and
information during the instructional process, while
learning is taking place, and while learning is
occurring. Formative assessment measures student
progress but it can also assess your own progress as an
instructor.
3) Summative assessment
Summative assessment takes place after the
learning has been completed and provides information
and feedback that sums up the teaching and learning
process. Typically, no more formal learning is taking
place at this stage, other than incidental learning which
might take place through the completion of projects
and assignments.
Computer-based Assessment is a powerful idea that is driving huge
changes in education world. Assessment is an important factor that reflects
and affects the quality of learning and education. Assessment plays a major
role in driving student in increasing their learning. According to the National
students‟ performance that informs teaching and learning‟.17
Assessment
identifies learner needs and can influence future planning if linked with
appropriate resources. Moreover, assessment is a well organized and well
defined measuring tool providing timely feedback for learning outcomes.
7. Students Examination Score
Examination score refers to the learner ability within a classroom
lesson, unit, or even curriculum.18 In addition, David Nunan in his book
states that examination score is student mastery in specific curricular
objdectives.19 It means that examination score is student mastery for specific
objectives within the lesson or curriculum. In this case, students‟ English
examination score refers to the students‟ acquisition in English objectives
which is contained in lesson, unit, or curriculum. Likewise, Richards explains
that curriculum goals are to represent the outcomes of a language program.20
A. Scales of Measurement
Language researchers commonly describe the different ways
to measure things numerically in terms of scale of measurement,
17
National Research Council, “Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment Workshop Report”. Retrieved from
http//www.nap.edu/catalog/10802.html, (2003).
18
Douglas Brown and Priyanvada Abeywickrama, n.d.:9)
19
David Nunan, Task-Based Language Teaching, p. 143
20
which come in four flavors: nominal, ordinal, interval, or ration
scales. Each is useful in its own way for quantifying different aspect
of language teaching and learning. Interval scales show the order
things, but with equal intervals between the points on the scale. Thus,
the distance between score of 50, 51, 52, 53 and so forth are all
assumed to be the same all along the scale. Test score are usually
treated as interval scales in language research.
Ratio scales differ from interval scales in that they have a zero
value and points along the scale make sense as ratios. For example, a
scale like age can be zero, and it makes sense to think of four years as
twice as old two years.
Researchers are often concerned with the differences among
these scales of measurement because of their implications for making
decision about which statistical analysis to use appropriately for each.
At times, they are discussed in only three categories nominal, ordinal,
and continuous.
B. Likert Items and Scales of Measurement
Likert items were first introduced by Rensis Likert (1932).
The following is an example of the categorization of students‟
90 – 100 = excellent
80 – 89 = very good
70 – 79 = good
60 – 69 = fair
< 60 = poor
The likert items have five options. First scale is on 90-100
range which means excellent. Students that have score on that scale is
in categorize to be excellent. On second items, there is scale on 80-89
range, which is mean very good category. Students are belong to very
good category if have score on that range. On the following range,
there is good category if a student has a score in 70-79 range. Next,
Likert interprets that students have score in the 60-69 range are belong
to fair category. The last item is poor which the score is less than 60
ranges. 21
Despite all the discussion of the ordinal nature of Likert items
and scales, most of research based on Likert items and scales that the
researcher seen in our filed treats them as interval scales and analyzes
them such with descriptive statistic like means, standard deviations,
etc. and inferential statistics like correlation coefficients, factor
analysis, analysis of variance, etc.
21
In addition, several papers have shown that Likert scales can preferably seven categories. Another example of analyzing Likert scales as interval values is when the sets of Likert items can be combined to form indexes. However, there is a strong caveat to this approach. Most of researchers insist such combinations of
scales pass the Cronbach‟s alpha or the Kappa test of
intercorrelation and validity. Also, the combination of scales to form an interval level index assumes this combination forms an
underlying characteristic or variable”22
In another vein, a number of authors have shown how Rasch
can be used to analyze and improve Likert scales as well as transform
them into true interval scales.
8. Students perceptions
a) Definition of Perceptions
Perception has various definitions since there are many ideas
come from experts. According to Jalaluddin Rahmat perception is
the experience of objects, events some relations obtained by
inferring information and interpret the message.23
22
Rob Johns. Likert items and scales. Survey Question Bank : Methods fact sheet (1 March 2010). University of Strathclyde
23
The definition of perception can be simplified as an
interpretation of focusing in particular objects.24
Some studies also say that there is a relationship between
perception and action. Michael started by defining perception
(ecologically) as “the detection of information"25
. This definition
binds an action to perception, as it states that there can be no
action without detection of information (which is perception) its
core contention is that perceived events and planned actions share
a common representational domain.26
From some definitions above, it can be concluded that
perception of the students as the process of interpretation,
organization of students‟ stimulation are influenced by a variety of
knowledge, desire, and experience, which are relevant to
stimulation effected by human behavior in determining the
purpose of his life. The respondent as the impact from perception
can be taken by individual in various ways and it depends on the
individual itself. In addition, perceptions are detection of
information, and the perceptions cannot separate by action.
24
Sarwono,“Pengantar Psikologi Umum”, (Jakarta: PT Grafindo Persada, 2010). 86
25
Mabe, Michael, “An overview of Scientific Scholarly Journal Publishing”, (USA: The STM Report,
2012).
26
b) Factors that influence perception
There are three elements which give the important role in
perception, and the elements itself are divided into 3 elements.27
1) Object that is perceived
An object will cause stimulus and it will be received by
human‟s sensory device.
2) Receptor/Human Sense/Sensory Device
Receptor is tool to receive the stimulus
3) Attention
To do every kinds of perception, it must be needed an attention.
Because of the first step to do perception, an individual has to focus
or concentration on that particular object which may be different
with other individual‟s concentration.
The coming of perception does not happen directly without any process, but it
has very unique process. The first process called physical process where the stimuli
are received by receptors. The second process is physiology process where the
receptors continue the stimulus to the brain. The last one is psychological process
where the brain as the core of consciousness interprets what the individual sees,
hears, feel, etc.28
27
Walgito, B, “Pengantar Psikologi Umum”,(Jakarta: Penerbit Andi, 2010), 101.
28
c) Perceptions Measurement
Measuring the perception is almost the same as measuring
attitudes. Although the measured material is abstract, but the
attitude and perception can be measured, where attitude toward an
object is translated in number. There are two methods in the
measurement of attitudes:
1) Self Report
Self Report is a method in which the answers given
can be an indicator of a person's attitude. But the drawback
is if the individual does not answer the attitude question, so
it cannot detect their attitude or perceptions.
2) Involuntary Behavior
Involuntary Behavior performed if desired, or can
be carried out by the respondents; in many situations the
measurement accuracy attitudes influenced the willingness
of respondents.
From the statement above, in measuring the perceptions is
almost the same as measuring the attitude. The attitude scale can be
perception of one's positive or negative towards something or
object.29
Bull states that the use of CBA as summative assessment
gives advantages in practical and economical area. It allows testing,
examination use in large scale with automated grading.
“The use of computer-based assessment (CBA) as a summative tool has both practical and economical benefits in that it allows testing of a large student cohort with the facility of automated marking of perceptions.”30
Meanwhile, McDonald states that Student perception to
CBA, as a summative tool, has been mixed and clearly associates
with individual differences associated with computer experience,
computer anxiety and computer attitudes.31In addition,Bocij &
Greasley states that Many students have described CBA as less
threatening than conventional examinations.32 Meanwhile,
Thelwall have reported enhanced levels of motivation and
confidence.33 Differently, Brosnan states that this same level of
29
Slameto, (2003). Belajar dan Faktor-faktor Yang Mempengaruhinya, p. 105
30
Bull, J, Computer Assisted Assessment: Impact on Higher Education Institutions. (Educational Technology & Society, 2(3), 1999).
31
McDonald, A, “The impact of individual differences on the equivalence of computer-based and paper-and-pencil educational assessments”, (Computers and Education, vol.39, no.3, 2002) 299.
32
Bocij, P & Greasley, A, “Can computer-based testing achieve quality and efficiency in assessment?”, (International Journal of Educational Technology, vol.1, 1999)
33
enthusiasm for CBA has not been shown by students who are
computer anxious or less experienced with technology34.
In addition when a computerized assessment is given, the
test can be scored immediately and the student can see their grade
right away. There are many aspects of computer-based assessments
that really do need to be examined before we can make any
conclusions whether or not computer-based assessments are step
forward for education. The different views from students and
educators one can determine the impact that these types of
assessments have on education and data. In this research, students‟
perception means their interpretation were influenced by a variety
of knowledge, desire, and experience towards ProProfs online
Computer-based Assessment software as an assessment tool at
English Education Departement, UIN Sunan Ampel Surabaya.
34Brosnan, M, “Computer anxiety in students: Should computer
-based assessment be used at all?”, in
b. Previous Study
Not much research about ProProfstesting model has been published.
Although there is no research that takenProProfs as the main topic at thesis
research but there are some international journal or thesis which mentioned
ProProfs in their research. The first is research with the title “Information
Technology of Easy English For Children (Blog Education)” by Pandu Seto
Dewo Prabowo and Arido Laksono, S.S, M.Hum.35 The writer creates interactive
materials to learn English by using blog as a medium that can be accessed
through the internet. The writer decides to choose proprofs.com to create the
exercises for the web blog.
The second research is conducted by Bc. Jan Bleha36with the title “Project of
public e-learning portal”. This thesis analyzes the phenomenon of e-learning
education. The goal of this work is first of all to describe the current state of
cloud based e-learning services enabling teachers to create, publish and sell their
educational courses online. Consequently, a project for a new educational portal
is designed with a comparison to those e-learning portals previously described.
ProProfs is one of some portals will be tested for the research.
35
Pandu Seto Dewo Prabowo and Arido Laksono, Thesis: “Information Technology of Easy English
for Children (Blog Education)”.
36
For the next previous study are close to the same research area in CBA. The
third research is conducted by John Mulvaney.37 The purpose of his study is to
examine computer-based assessment and their effect on middle school age
student learning. The result is Students were more favorable toward CBAs and
were more positive. The title of the fourth research is “Students‟ Perceptions
about Online Assessment: A Case Study” by Refik Şanli.38 The results indicated
that students have positive attitudes against online assessment. The last research
is from Judith Kearney, et al39. The title is “Computer-Based Assessment: Its Use
and Effects on Student Learning.” From those researches above, the research in
this thesis was having different issue.
37
John, Mulvaney, Thesis: “Computer-based Assessment and the Effects it has on Middle School
Aged Students”. (The Graduate School University of Wisconsin-Stout, 2011).
38 Refik, Şanli, Thesis: “STUDENTS’ PERCEPTION ABOUT ONLINE ASSESSMENT: A CASE
STUDY”, (The Middle East Technical University, 2003).
39
Judith Kearney et al, Thesis: “Computer-Based Assessment: Its Use and Effects on Student
CHAPTER III
RESEARCH METHODOLOGY
a. Research Methods
This chapter deals with the procedures for conducting the study. It covers
Research design, research subjects, data collection technique and instrument,
and data analysis procedure.
b. Research Design
The design of this study is descriptive quantitative. In this research the
researcher using descriptive method to describe the phenomenon in the
research and using quantitative approach method to analyze the data. Since
the purpose of this study is to get information about the use of ProProfs
online Computer-based assessment software as an assessment tool. The
research use descriptive to describe and interprets what it is. It is primarily
concerned with the present although it often consider past event and
influence as they relate to the current condition1 that statement support the
research purpose to get information about the use of ProProfs online
Computer-based Assessment software as an assessment tool.
1
Based on Aliaga and Gunderson, Quantitative research is explaining
phenomena by collecting numerical data that are analyzed using
mathematically based methods (in particular statistics). That statement suits
with the researcher’s purpose to explain phenomena about students’
perceptions about their perception on using ProProfs online Computer-based
Assessment by collecting data from numerical data, that followed by
analyzing it. Then, from the analysis, the researcher describes it to make the
reader easy to understand. Here, the researcher used survey research as a
method to answer the research questions. Survey method gathered data from
a relatively large number of cases at particular time. This research concerned
with students’ perceptions on ProProfs online CBA.
c. Research Subject
The subject of this research is the students of eight semester of UINSA in
Classroom Management Course. It is because in this class have applied
ProProfs online CBA software as an assessment tool for their Mid-term test.
In this occasion, the student is going to answer questionnaire. Based on the
preliminary research that the Classroom Management Course includes
seventy three students, the researcher takes all of them to make the result
