مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

شناسایی راهکارهای ارتقای امنیت و حفاظت آزمون‌های سراسری و ارائه مدل امنیتی مطلوب برای حفاظت از این آزمون‌ها

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استاد، روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
2 دکتری روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
3 کارشناسی ارشد، مشاوره و راهنمایی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علوم و تحقیقات، اهواز، ایران
4 دانشکده پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران
5 مدیرگروه پژوهشی مطالعات اجتماعی، سازمان سنجش آموزش کشور. تهران، ایران
10.22034/emes.2025.2041315.2592
چکیده
هدف: هدف از اجرای این پژوهش، شناسایی راهکارهای ارتقای امنیت و حفاظت آزمون‌های سراسری و ارائه یک مدل امنیتی مطلوب برای حفاظت از این آزمون‌ها بود.
روش پژوهش: این مطالعه با رویکرد آمیخته (کیفی و کمی) انجام گرفت. در بخش کیفی، با استفاده از تحلیل محتوا، 34 مقاله انتخاب شد. همچنین مؤلفه‌ها از تحلیل مصاحبه‌های 25 متخصص به روش کلایزی استخراج شد. در بخش کمی، تحلیل عاملی اکتشافی و تأییدی بر اساس سؤال‌های برگرفته از مدل پیشنهادی، روی 492 شرکت‌کننده اجرا شد.
یافته‌ها: یافته‌ها نشان داد مدل امنیت و حفاظت آزمون‌های سراسری شامل نه عامل است: استفاده از فناوری‌های پیشرفته حین آزمون، عوامل اجرایی و مدیریتی حین آزمون، حفاظت سؤال‌های پیش‌آزمون، عوامل حفاظتی پس‌آزمون، عوامل اجرایی و مدیریتی قبل از آزمون، نظارت و کنترل فیزیکی حین آزمون، عوامل انسانی و فیزیکی قبل از آزمون، استفاده از فناوری پیشرفته قبل از آزمون و عوامل زمینه‌ای. این عوامل با تحلیل عاملی اکتشافی و تأییدی مورد تأیید قرار گرفتند.
نتیجه‌گیری: نتایج نشان می‌دهد در صورت توجه به حوزه‌ها و کارکردهای هر مرحله مطابق مدل ارائه‌شده، می‌توان امنیت آزمون‌های سراسری را با دقت و اطمینان بالایی تأمین و تضمین کرد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Identifying Strategies to Improve the Security and Protection of National Entrance Exams and Providing an Optimal Security Model to Protect these Exam

نویسندگان English

Fariborz Dortaj 1
Moslem Daneshpayeh 2
Fatemeh Shahsavari 3
Zohreh Dortaj 4
Mahdi Amirahmadiahang 2
Tahereh Zafaripour 5
1 Professor, Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
2 PhD, Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
3 Master's , Counseling and Guidance, Faculty of Psychology and Educational Sciences, University of Science and Research, Ahvaz, Iran
4 Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
5 Director of the Social Studies Research Group, National Organization of Educational Testing. Tehran, Iran
چکیده English

Objective: The purpose of this research was to identify strategies to improve the security and protection of national exams and provide an optimal security model to protect these exams.
Methods: The study was conducted using a mixed approach (qualitative + quantitative). In the qualitative section, 34 articles were selected using content analysis. Also, the components were extracted from the analysis of   interviews with 25 experts using Collaizi's method. In the quantitative section, exploratory and confirmatory factor analysis was conducted on 492 participants based on questions derived from the proposed model
Results: The results showed that the protection and security model of the national exams includes nine factors: 1. Use of advanced technology during the exam 2. Administrative and management factors during the exam 3. Protection of pre-exam questions 4. Post-exam protective factors 5. Administrative and management factors before the exam6. Physical supervision and control During the exam7. Human and physical factors before the exam8.  Use of advanced technology before the exam9.  And contextual factors. These factors were confirmed by exploratory and confirmatory factor analysis.
Conclusion: The results show that if attention is paid to the areas and functions of each stage according to the presented model, the security of national exams can be ensured and guaranteed with high accuracy and confidence.

کلیدواژه‌ها English

Keywords: National Entrance Exams
Security
Protection
Optimal model

References

Ali, W., Aftab, A., Nur, A. C., Ibrahim, A. R., & Mohamed, A. A. (2024). Investigating Factors Leading to Develop Academic Dishonesty and Cheating Behaviors During Board Examinations in Balochistan, Pakistan. Journal Lingua Idea, 15(1), 126-143.
Bagherikhah, Z., Arefi, M., & jamali, E. (2011).Situation analysis of student admission in Iranian higher education system from students, NOET's academicians and related educational officials' point of view. Quarterly of Educational Measurement, 2(6), 1-31. [In Persian]
Battistin, E., De Nadai, M., & Vuri, D. (2017). Counting rotten apples: Student achievement and score manipulation in Italian elementary schools. Journal of Econometrics, 200(2), 344-362.
Bengali, A., & Punjabi, E. (2023). Common University Entrance Test: Some Pertinent Points. Special Issue of ‘University News’, 61(Special Issue), 80.
Berkhout, J. J., Helmich, E., Teunissen, P. W., van der Vleuten, C. P., & Jaarsma, A. D. C. (2018). Context matters when striving to promote active and lifelong learning in medical education. Medical Education, 52(1), 34-44.
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468.
Chakraborty, A. (2023). Exploring the root causes of examination anxiety: effective solutions and recommendations. International Journal of Science & Research (IJSR), 12(2), 1096-1102.
Chirumamilla, A., Sindre, G., & Nguyen-Duc, A. (2020). Cheating in e-exams and paper exams: the perceptions of engineering students and teachers in Norway. Assessment & Evaluation in Higher Education, 45(7), 940-957.
Chua, S. S., Bondad, J. B., Lumapas, Z. R., & Garcia, J. D. L. (2019, October). Online examination system with cheating prevention using question bank randomization and tab locking. In 2019 4th International Conference on Information Technology (InCIT) (pp. 126-131). IEEE.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed). Boston, Pearson.
Foster, D. (2013). Security issues in technology-based testing. In Handbook of test security (pp. 39-83). Routledge.
Geramipour, M., Falsafinejhad, M. R., Delavar, A., & Farrokhi, N. A. (2012). Comparison of Confirmatory Factor Analysis (CFA) and Item Response Theory (IRT)-Based Likelihood Ratio in Detecting Differential Item Functioning at High Stakes Tests. Quarterly of Educational Measurement, 3(9), 105-122. [In Persian]
Haghighi, F., & Farajollahi, M. (2013).E-Cheatingand plagiarism, a hidden and challenging face of open universities and distance education evaluation system and its prevention solutions: a case study of Payam Noor University. Journal of Education & Evaluation Science, 7(28), 49-39. [In Persian]
Han, S., Nikou, S., & Yilma Ayele, W. (2024). Digital proctoring in higher education: a systematic literature review. International Journal of Educational Management, 38(1), 265-285.
Islam, M. A., Mashiat, L., Sayeed, M. M., Kabir, M. M., Himu, S. E. A., Abrar, F., ... & Hayat, M. T. (2022, July). Design and Implementation of A Low Cost Electronic Protection System To Prevent Question Paper Leakage. In 2022 IEEE International Conference on Electronics, Computing and Communication Technologies (CONECCT) (pp. 1-5). IEEE.
Jacob, B. A., & Levitt, S. D. (2003). Rotten apples: An investigation of the prevalence and predictors of teacher cheating. The Quarterly Journal of Economics, 118(3), 843-877.
Jain, A. K., & Kumar, A. (2010). Biometrics of next generation: An overview. Second generation biometrics, 12(1), 2-3. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology & Teacher Education, 9(1), 60-70.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology & Teacher Education, 9(1), 60-70.
Liébana-Cabanillas, F., Kalinic, Z., Muñoz-Leiva, F., & Higueras-Castillo, E. (2024). Biometric m-payment systems: A multi-analytical approach to determining use intention. Information & Management, 61(2), 103907.
Liu, C. (2016). Challenges of the Gaokao System in China-Access and Equity. Pozyskano z: https://www.researchgate.net/publication/318036068_Challenges_of_the_Gaokao_System_in_China_-_Access_and_Equity (dostęp: 18.10. 2017).
Liu, H., & Wu, Q. (2006). Consequences of college entrance exams in China and the reform challenges. KEDI Journal of Educational Policy, 3(1).
Manoharan, S. (2019). Cheat-resistant multiple-choice examinations using personalization. Computers & Education, 130, 139-151.
Martinelli, C., Parker, S. W., Pérez-Gea, A. C., & Rodrigo, R. (2018). Cheating and incentives: Learning from a policy experiment. American Economic Journal: Economic Policy, 10(1), 298-325.
Moukhliss, G., Hilali, R. F., & Belhadaoui, H. (2023). Intelligent solution for automatic online exam monitoring. International Journal of Electrical & Computer Engineering (2088-8708), 13(5).
Mohammdi, R., Azizi, Z., & Zafaripour, T. (2022). Evaluation Pattern of Test Taking Centers of National Exam. Educational Measurement & Evaluation Studies, 12(37), 125-143. doi: 10.22034/emes.2022.556258.2394 [In Persian]
Munoz, A., & Mackay, J. (2019). An online testing design choice typology towards cheating threat minimisation. Journal of University Teaching & Learning Practice, 16(3), 5.
Nandi, E. (2022). Introducing a Common University Entrance Test in India. International Higher Education, (112), 18-20.
Prakhov, I., & Yudkevich, M. (2019). University admission in Russia: Do the wealthier benefit from standardized exams?. Educational Development, 65, 98–105.
Sadayapillai, B., & Kottursamy, K. (2022). A blockchain-based framework for transparent, secure, and verifiable online examination system. Journal of Uncertain Systems, 15(03), 2241002.
Sajadi, R., Karamdoost, N., Dorrani, K., Salehi, K., & Moghaddamzadeh, A. (Year). Exploring the key success factors of top people in the university entrance exam. Journal of Higher Education Curriculum Studies, 16, 163–190. [In Persian]
Sazegar, Z., & Motallebzadeh, K. (2017). Iranian national university entrance examination (konkoo) of B.A: an analysis of its reliability and validity. Modern Journal of Language Teaching Methods, 7(3), 358-365.
Silva, J. B. D., Bilessimo, S. M. S., & Machado, L. R. (2021). Integration of technology in education: proposal for a teacher training model inspired by TPACK. Educação em Revista, 37, e232757.
Singh, A. (2024). Improving administrative data at scale: Experimental evidence on digital testing in Indian schools. The Economic Journal, 134(661), 2207-2223.
Srikanth, K., Osman, M., Sultana, A., Imran, M., & Uddin, A. (2020, March). A Review on Smart Question Paper Leakage Detection System. In 2020 Fourth International Conference on Computing Methodologies and Communication (ICCMC) (pp. 1009-1012). IEEE.
The Guardian. (2021). Digital exams start to challenge traditional practice in England. Retrieved 27 June 2021, from https://www.theguardian.com/education/2021/jun/15/digital-exams-start-to-challenge-traditional-practicse-in-ngland.
Van Teijlingen, E., Marahatta, S.B.,Simkhada, P., Mciver, M., & Sharma, J.P. (2018). Developing an international higher education partnerships between high and low-income countries: two case studies. Journal of Manmohan Memorial Institute of Health Sciences, 3(1), 94-100.
Washburn, S., Herman, J., & Stewart, R. (2017). Evaluation of performance and perceptions of electronic vs. paper multiple-choice exams. Advances in Physiology Education, 41(4), 548-555.
Wollack, J. A., & Fremer, J. J. (Eds.). (2013). Handbook of test security. Routledge. Yang, M., & Wang, J. (2022). [Retracted] The Security of Student Information Management System Based upon Blockchain. Journal of Electrical & Computer Engineering, (1), 8186189.
Zulfagharnasab, S. (2012). Designing and implementing the calibrated bank for national Entrance exam. Iranian Higher Education Association Quarterly, 4(16), 79-99. [In Persian]
Zhang, Y., Chen, L., & Wang, H. (2023). Blockchain-based secure examination systems: Opportunities and challenges. Computers & Education, 197, 104726.