{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/106292"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/106292","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Investigating students' perceptions of fairness for computer based exams","abstract":"Computer-based tests have numerous advantages over paper-based ones, including allowing instructors to scale up their classes by removing the bottleneck of manual grading, as well as facilitating data collection and analysis. At the University of Illinois, instructors have adopted and extended computer-based testing to support asynchronous exams. Students may take their exams asynchronously at convenient times, and they are assigned questions randomly from a pool of question variants. Previous work has been done to compare variants and test equality, but little research has been conducted to determine students’ perceptions of fairness of these exams. In this work, we investigate students’ fairness perceptions for major aspects of the computerized exams. We perform a qualitative study and lay the groundwork for future quantitative analysis.","abstract_html":"Computer-based tests have numerous advantages over paper-based ones, including allowing instructors to scale up their classes by removing the bottleneck of manual grading, as well as facilitating data collection and analysis. At the University of Illinois, instructors have adopted and extended computer-based testing to support asynchronous exams. Students may take their exams asynchronously at convenient times, and they are assigned questions randomly from a pool of question variants. Previous work has been done to compare variants and test equality, but little research has been conducted to determine students’ perceptions of fairness of these exams. In this work, we investigate students’ fairness perceptions for major aspects of the computerized exams. We perform a qualitative study and lay the groundwork for future quantitative analysis.","abstract_has_math":false,"creators":["Emeka, Chinedu Alexander"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Zhai, ChengXiang","Zilles, Craig"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-02T22:03:28Z","date_published":"2020-03-02T22:03:28Z","updated_at":"2026-07-22T22:24:45Z","subjects":["fairness","variants","exam"],"languages":["en"],"rights":["Copyright 2019 Chinedu Alexander Emeka"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/106292","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zhai, ChengXiang","Zilles, Craig"]},{"key":"dc:creator","label":"Author","values":["Emeka, Chinedu Alexander"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03-02T22:03:28Z","2019-12-12","2019-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["fairness","variants","exam"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Chinedu Alexander Emeka"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/106292"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Computer-based tests have numerous advantages over paper-based ones, including allowing instructors to scale up their classes by removing the bottleneck of manual grading, as well as facilitating data collection and analysis. At the University of Illinois, instructors have adopted and extended computer-based testing to support asynchronous exams. Students may take their exams asynchronously at convenient times, and they are assigned questions randomly from a pool of question variants. Previous work has been done to compare variants and test equality, but little research has been conducted to determine students’ perceptions of fairness of these exams. In this work, we investigate students’ fairness perceptions for major aspects of the computerized exams. We perform a qualitative study and lay the groundwork for future quantitative analysis.","Submission original under an indefinite embargo labeled 'Open Access'. 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Students may take their exams asynchronously at convenient times, and they are assigned questions randomly from a pool of question variants. Previous work has been done to compare variants and test equality, but little research has been conducted to determine students’ perceptions of fairness of these exams. In this work, we investigate students’ fairness perceptions for major aspects of the computerized exams. We perform a qualitative study and lay the groundwork for future quantitative analysis.","Submission original under an indefinite embargo labeled 'Open Access'. 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