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V. Discussion
This research aims to improve the current OUC digital examination system. Compared with the objective development principles of OUC digital examinations, it remains a theoretical and practical exploration and some disadvantages naturally still exist. Rather than creating an entirely new model, we aim to improve and reform the existing model. We have yet to explore how the application of the latest item response theories could change digital examinations.
Digital examinations are not an independent entity. The following problems arise during the construction of the digital examination process. Firstly, the relationship between digital examinations and teaching. One aspect of digital examinations is the integration of teaching, learning and assessment. Students’ study behavior, emotion, attitude, and progress can all be used as relevant examination content. On the other hand, testing and teaching are two different social processes that have their own characteristics and laws. We have to deal with the relationship between the two and then we can achieve the effect of half the work with double results. Secondly, the relationship between digital examinations and teaching administration. Basic digital examination data, such as registration information and course selection information, can be used as evidence of examination registration. Statistical results data can then be used as an important reference for teaching administration. Successfully managing the relationship between digital examinations and teaching administration allows us to give full play to the feedback function of teaching. Finally, the relationship between digital examinations and quality evaluation. Examinations are an important part of progress quality monitoring. Then the sufficient use of the relevant data of digital examinations, strict control the progress of digital examination will become an important indicator for quality review. Finally, there is a close relationship between digital examinations and graduation review. Digital examination results will be used as evidence for students’ graduation examinations. Smooth management of this relationship will ensure that students who pass the examinations can promptly obtain their graduation qualification review.
There are many topics that still require exploration. The next steps will focus on the following key points. Firstly, the integration of teaching, learning and assessment. This design concept adheres to OUC education principles. During the construction of the platform, implementation and management will be a key topic for deep exploration. Secondly, preregistered examinations based on learning and testing should be implemented. In order to realize information sharing, the digital examination system should combine internal and external platform databases. In addition, how to create test plans, how to collect examination fees, how to arrange online test locations, and how to select from multiple examination results will all be important considerations for the development of digital examinations. Thirdly, digital examination should combine new technologies. Mobile digital examinations based on smartphones and tablet computers will be an important future development and one that meets current social trends. This research hopes to provide material for the future exploration of digital examinations and thus help to establish basic operating principles.
It is not hard to imagine that, with the help of tablet computers, mobile phone, cloud-computing, and the Internet of things, in the future digital examinations will be able to better satisfy the needs of learners studying anytime and anywhere. Game-based assessment, assessment analysis technology based on item response theory, and action-based computer network practical operation assessment will become the major trends leading the development of digital examinations.
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