Abstract This paper looks into how important new technologies are for holding exams. E-examinations, which use electronic gadgets like computers, the internet, and mobile phones, are gaining worldwide acceptance for testing. Technology itself comes from a Latin word meaning materials, tools, and a method for solving real-world issues. Incorporating technology has modernized, improved reliability, broadened reach, and increased efficiency in all areas of education. These technological advantages are particularly noticeable in how e-examinations are conducted globally. Educational institutions trying out e-examinations are being forward-thinking by using a scientific method to tackle the issues found in traditional exams. The entire way we assess and examine has been reshaped by using information and communication technology (ICT) in education. This paper explores the various ICT tools used for these purposes, highlighting their impact on how effective, efficient, and practical education is. Compared to old methods, ICT tools offer several advantages, such as digital assessment software, automatic grading systems, and online testing platforms. These tools ensure greater accuracy and reduce the administrative burden on educators, while also allowing for testing from afar, instant feedback, and personalized learning. Online testing platforms, with their advanced proctoring features, offer flexible and secure testing settings, letting students take exams from anywhere while maintaining academic honesty. Digital assessment software offers a comprehensive way to gauge students' knowledge and skills, catering to different learning styles with formats like multiple-choice, short answers, and essays. In short, ICT technologies present groundbreaking opportunities for evaluating and assessing students in an educational setting promoting accuracy, speed, and inclusivity. As technology keeps advancing, these tools are going to play an increasingly significant role in shaping educational assessment and how effectively it meets the evolving needs of both teachers and learners. Historically, education has been viewed as a means to foster national progress and global cooperation. A nation's advancement is heavily influenced by the caliber of its education system. The advancement of a knowledge-based society is directly tied to the quality of education provided. Within the entire educational framework, assessment is crucial for the teaching and learning journey. Exams serve as a way to gauge what students have absorbed and retained during their studies, and they are an integral part of our educational structure. With the digital revolution, traditional media has given way to digital platforms and information and communication technology (ICT), and nearly every facet of human activity is now influenced by new computer technologies. It's undeniable that ICT holds immense promise for spreading knowledge, facilitating effective learning, and creating more efficient educational services. ICT has opened up new possibilities in education by improving access to resources and enhancing interaction. Regarding the examination system, universities and Public Service Commissions are transitioning from manual methods to computer technologies or ICT. This shift in how exams are managed will reduce human involvement by using ICT, as the technology offers benefits like efficient data storage, rapid retrieval, and consistent, tireless work. Global shifts in education and the growing demands of ICT have also significantly altered the ICT landscape and how it's used in education. ICT offers numerous opportunities to enhance the entire examination process. The move towards online applications for regular, entrance, and competitive exams, along with conducting these exams online, has made the system much simpler and more economical. for the examining bodies. Then again, this shift is also presenting a heap of difficulties for the young folks in rural areas who aren't exactly tech wizards. This paper is all about looking at the upsides and downsides of bringing technology into how we do exams. It also dives into the issues students run into when trying to get used to taking tests that are done online.

Citation details of the article

Download Section

Download the full text of article from here.

You will need Adobe Acrobat reader. For more information and free download of the reader, please follow this link.

References

1. [1] Mishra,N.L.(1988).Organization and Management of University Examinations, Jaipur: National Publishing House
2. [2] Anurag-Sankhian (June 2013) Resdesigning-Indian-Examination-System-through-Technology: GIAN JYOTI E-JOURNAL
3. [3] Bhardwaj , Mohini & Singh,A.(2008).E‐Governance:Single Portal for Integrated Examination System, Emerging Technology in E‐Government, G.P. Sahu, pp.288‐293
4. [4] Federal Ministry of Education (2004). Ministerial initiative on e- examination for Nigerian education system. e-Education Project.
5. [5] Brown,G.T.L.,&Knight,P.T.(1994).Assessing Learners in Higher Education Routledge.
6. [6] Conole, G., & Oliver, M. (2007). Contemporary Perspectives in E-learning Research: Themes, Methods, and Impact on Practice. Routledge.
7. [7] Redecker, C., & Johannessen, Ø. (2013). Changing Assessment: Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79-96.
8. [8] Sim, G., Holifield, P., & Brown, M. (2004). Implementation of Computer Assisted Assessment: Lessons from the Literature. ALT-J, 12(3), 215-229.
9. [9] Walker,R.,&Handley,Z.(2016). Assessment and Feedback for Student Success. Routledge.
10. [10] Creswell, John W. “Collecting Qualitative Data.” Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.Fourth Ed.Boston :Pearson,2012,204–35.
11. [11] Sharma,R.(2003),'Barriers in Using Technology for Education in Developing Countries', IEEE0-7803- 7724- 9103. Singapore schools', Computers & Education Vol .41, No.(1),Pp; 49--63.Smeets,E.(2005).
12. [12] Pelgrum,W.J.(2001).Obstacles to the integration of ICT in education:Results from a worldwide educational assessment. Comput. Educ., 37: 163-178
13. [13] Wheeler, S. (2001). Information and communication technologies and the changing role of the teacher. J. Educ. Media, 26(1): 7-17.
14. [14] Yuen, A.; Law, N., Wong, K. (2003), 'ICT implementation and school leadership Case studies of ICT integration in teaching and learning', J. Educ. Admin. 41(2): 158- 170