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Test Bank Management System Applying Rasch Model and Data Encryption
Standard (DES) Algorithm

Article  in  International Journal of Modern Education and Computer Science · October 2016

DOI: 10.5815/ijmecs.2016.10.01

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I.J. Modern Education and Computer Science, 2016, 10, 1-8
Published Online October 2016 in MECS (http://www.mecs-press.org/)
DOI: 10.5815/ijmecs.2016.10.01

Test Bank Management System Applying Rasch

Model and Data Encryption Standard (DES)
Algorithm
Maria Ellen L. Estrellado
Technological Institute of the Philippines, Cubao, Quezon City, 1109, Philippines
Email: [email protected]

Ariel M. Sison, Bartolome T. Tanguilig III

Technological Institute of the Philippines, Cubao, Quezon City, 1109, Philippines
Email: [email protected], [email protected]

Abstract—Online examinations are of great importance and finally, (d) printing out the exam papers [2]. So in
to education. It has become a powerful tool for evaluating order to precisely and reliably measure the proficiency of
students’ knowledge and learning. Adopting modern students and discern examinees with different levels of
technology that saves time and ensures security. The ability, items should be subjected to thorough
researcher developed a Test Bank Management System investigation using some psychometric methods. That is,
that can store test items in any subjects. The system is to item analyze. The basic idea of item analysis is that the
capable of conducting item analysis using the Rasch statistical behavior of “bad items” is fundamentally
model scale. Items that undergo analysis based on Rasch different from that of “good items” [3].
scale helped faculty by quantifying each item as “good”, However, conducting item analysis manually can cause
“rejected”, or “revised”. For securing items in the test a lot of time and effort, which may have inaccurate data,
bank, Data Encryption Standard (DES) algorithm was unreliable, and inefficient results. This procedure is an
successfully applied thus ensuring the safety and important technique for teachers to identify the
reliability of the questions in the test bank. Only items effectiveness of the examination they have created.
that are ready for deployment to the student’s computer Item analysis is a type of statistical technique that helps
during the examinations will be decrypted. In conclusion, instructors determines the effectiveness of their test items
the system passed the evaluation process and eliminates [5]. A basic assumption made by ScorePak® [4] is that
redundancy of manual work. the test under analysis is composed of items measuring a
single subject area or underlying ability. The quality of
Index Terms—Test Bank Management System, Rasch the test as a whole is assessed by estimating its "internal
Model, Data Encryption Standard, Test Items, Item consistency”. With item analysis, sorting questions could
Analysis. be easily quantified as “good”, “rejected”, or “revised”.
There would be no need for the instructors/faculty to do it
manually.
I. INTRODUCTION There are several tools that can be utilized in analyzing
data. One of these tools is the Rasch Model Analysis.
One of the bases for evaluating or giving grades to the
Rasch model is the only item response theory (IRT)
students is the examination or test. Examination or test model in which the total score across items characterizes
serves as an assessment intended to measure the a person’s totality. It is also the simplest of such models
examinees’ knowledge in a particular subject or topic.
having the minimum of parameters for the person
Examinations are a crucial part of both the academic
corresponding to each category of an item. This item
teaching and learning process and of the parameter is generically referred to as a threshold. It
school/university’s administration procedures [1].It is one provides teachers with two types of information:
aim of an institution to gauge their students’ ability and
Difficulty Index and Discrimination Index.
competitiveness. To the student, examination gives them
Due to the different issues involved in the examination
goals toward which they are directed, pushing them to management, the author proposed to develop a web –
attain that goal within a specified period. For teachers, based Test Bank Management System applying Rasch
the result of examination also gives them drive and work
Model and Data Encryption Standard (DES) algorithm.
direction, towards the better learning.
The proposed system is capable of storing test questions
The preparation of the exam is a repetitive task and a that would be readily available for students and can be
very tedious process. It includes: (a) developing the exam, taken online. For the analysis of the test results from the
(b) digitizing it with text editor such as Microsoft Word,
students’ answer sheet, the Rasch model would be used.
(c) piloting and reviewing the quality of each question,
Rasch analysis is employed to evaluate this assessment as

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
2 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm

a measurement tool. This produces measures for ability Zughoul et.al. [24] proposed a new method for key
and item difficulty that are independent of both the generation based on Data Encryption Standard Algorithm
specific items on the assessment and the sample of test- for online examination to make it more secure. They
takers [6] while DES (Data Encryption Standard) reiterated the encryption of the Online Examination
algorithm will be used for securing the test questions in System particularly the privacy of the users’ credentials.
the test bank by encrypting each item. This algorithm Furthermore, they proposed that users should have a
uses a symmetric key (secret key) for the security of the personal space such that there is user control on what and
test questions. how much personal information could be shared with
The rest of this paper is organized as follows: Section others. They proposed an improvised algorithm of DES.
II is dedicated to related studies relevant to the present
studies. Section III, is the operational framework. Section
IV presents the design architecture of the TBMS. Then in III. OPERATIONAL FRAMEWORK
Section V, is dedicated to conclusion and future works.
Figure 1 shows the framework of the proposed system.
The faculty would prepare all the test questions in the
subjects they handle based on the covered topics in the
II. RELATED STUDIES
syllabus. The Chairperson, would review, check and
This section presents the studies reviewed which are approve all the items. The remaining questions would
relevant to the present study. then be encoded in the system subject for DES encryption
Chieh-Ju and Wang [19] provided a baseline results of to ensure the security and confidentiality of the test
the item analysis for the English Proficiency Test where it questions before saving it in the Test Bank. A maximum
offered guidelines to know which items need to be of one hundred (100) test items per subject would be
discarded or could be maintained. It contributed to the stored in the test bank. The system would randomly select
assessments of English major students’ language items in the Test Bank. Randomly selected questions
proficiency. would then be decrypted using DES algorithm again
On the same manner, Bermundo and Bermundo [20] in before it could be deployed in the students’ computer and
their study developed software that checks and analyzes could be taken by the students online. After the
the test items. This is in response to the needs of examination, the system would automatically check the
developing a system that lessens, if not eliminate the said answer sheets. Results of the exam would be displayed by
difficulty and complexity of the process to item analyze the system and Rasch model tool would be utilized for
the exam. They reiterated the difference of having such item analysis. The answer sheets would serve as the point
system helped in the analysis as compared to the reference for the process of weighing if the test questions
traditional method. It also showed how the teachers are “good”; “rejected”, or “revised”.
perceived the level of usability and acceptability of the
design of the TCIAS regarding feasibility, functionality, Faculty
accuracy and efficiency.
Likewise, in the study of Dio [21], he developed a Dean
Mathematics Proficiency Test that determined the
proficiency level including the competencies that are Filter
needed to be enhanced in general education mathematics
of the pre-service elementary teachers. He also proposed DES
Encryption
an enhancement in the syllabus based on the identified
needs of the students. The MPT developed a used test
method and tested internal consistency to determine the
reliability level of the MPT. He used Cronbach’s alpha Randomly
selected
DES
Decrypt
for testing the validity of the test items. TBMS items
ion
Chang [22] investigated the differences in the partial
scoring performance of examinees in elimination testing
and conventional dichotomous scoring of multiple-choice Filter
tests implemented on a computer-based system. They
used multiple-choice items to eliminate examinees with
partial knowledge over those who are simply guessing. Fig.1. Conceptual Framework of Test Bank Management System
Applying Rasch Model and Data Encryption Standard Algorithm.
While, Muddu [23] mentioned in his study, that online
test, exam, and contest are part of online education but
not widely implemented due to lack of resources and
security related issues. He proposed a solution to the
IV. DESIGN ARCHITECTURE OF THE TBMS
security issues and cheating, in an online exam. Two
cryptographic algorithms namely RSA and Data This part of the documentation presented the design
Encryption Standard are used. The RSA algorithm was architecture of the system. It includes application of
used for securing the users credentials, and the DES are Rasch model as analysis tools for the analysis of each
used for securing online test environment. item and for the security of the test items in the test bank

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm 3

using the DES algorithm. Table 1. Parameters of Item Analysis

A. Item Analysis Using Rasch Model Scale Item Index of

Interpretation Remarks
Difficulty Discrimination
Based on Item Response Theory (ITR), quantitative Positive/
<0.20 Difficult Item Rejects
method is the key to conduct item analysis in any exams Negative (+/-)
as stressed by Stanley [16]. Rasch model is the simplest Average to Positive (+) Retain
form among IRT (Item Response Theory) models. It has 0.20 to 0.80 Moderately
been taken by many researchers in different subject as a Difficult Item Negative (-) Revise
criterion for the structure of the responses, rather than a Positive/
>0.80 Easy Item Rejects
mere statistical description of the responses. Negative (+/-)
Analyzing data according to the Rasch model, or
conducting Rasch analysis, gives a range of details for Table 1.shows the parameters of analyzing test items
checking whether adding the scores is justified or not in using the Rasch Model. To elaborate precisely the scale
the data. This is called the test of fit between the data and in Rasch: if the value of an item is greater than 0.80, the
the model. As cited in the study of Khairani and Razak test item is “Very Easy”, if the value is less than 0.20, the
[15], Rasch analysis provides reliability indices for both item is considered as “Very Difficult”; items that have a
item and examinee’s measure. High reliability for both value between 0.20 to 0.80 is considered as “Average” or
indices was desirable since they indicate a good results if Moderately Difficult”.
the comparable items/examinees were employed. Table 2 are sample computations for items# 1, 2 and 18
When performing item analysis, the following on the first try out of the Mock Exam using Equation 1
statistical information was analyzed: and 2.
Index of Difficulty B. Applying Data Encryption Standard Algorithm
The Index of Difficulty is the percentage of students Data Encryption Standard (DES) algorithm as used in
that correctly answered the questions. It calculates the this study is a symmetric key algorithm. Keys are the
proportion of students in a class who got an item correct, same for both encryption of plaintext and decryption of
then divide it by a total number of students who took the cipher text. Items inside the test bank will be encrypted
exams. Below is the formula: for security purposes. Only items for deployment or to be
taken by the students during a scheduled online exam will
No. of Correct answer be decrypted.
(1) Figure 2 shows the key generation process. The key in
Total number of students
plaintext was converted into hexa value, then converted
into binary value. Next is to perform initial permutation
Index of Discrimination before going to 16 rounds of the key generation process.
The result is reduced to 56-bit block for parity checking.
The discrimination index is a basic measure of the
Then it is divided into two halves (as shown in the
validity of an item. It is a measure of an item's ability to
detailed process in Table 3). A circular shift( left shift)
discriminate between those who scored high on the total
for both values of L0 and R0 were performed. Then it
test and those who scored low. In the equation below,
assigns the value of L0 to L1 and R0 to R1. Combined
UG refers to the right response of the upper group; LG
values of L1 and R1 to produce the 48-bit output or the
refers to the right response of the lower group; and NG is
key in Round 1. For the succeeding round, the values of
the total number of each group.
L1 and R1 were combined, then generate the next keys by
conducting a left circular shift. Processed 6 and 7 was
UG  –  LG  (2) repeated generate the key for Round 2 until Round 16.
 NG  Binary result was then converted to hexa value. The
generated key values of each round after the processes are
shown in Table 4.

Table 2. Result of the analysis

Item Index of
Item # Interpretation Interpretation Remarks
Difficulty Discrimination

1 1 Very Easy 0 positive value Reject

2 0.76 Moderately Difficult -0.3 negative value Revised

18 0.33 Moderately Difficult 0.1 positive value Retain/ Good Item

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
4 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm

Table 4. Key Generation Result

Round Value Round Value

1 9c58b2a3cda7 9 e80d33d75314
2 da91ddd7b748 10 e5aa2dd123ec
3 1dc24bf89768 11 83b69cf0ba8d
4 2359ae58fe2e 12 7c1ef27236bf
5 b829c57c7cb8 13 f6f0483f39ab
6 116e39a9787b 14 0ac756267973
7 c535b4a7fa32 15 6c591f67a976
8 d68ec5b50f76 16 4f57a0c6c35b

Fig.3. Division of Plaintext into 64-bit block

Table 5. Plaintext in 64-bit block

Fig.2. Key Generation Process Block Plaintext in 64-bit block

1 Which co
2 mputer h
Table 3. Illustration of the Key Generation Process
3 as been
Step Process Value 4 Designed
(Thisismy)
010101000110100001101001011 5 to be a
Hexa value
1 100110110100101110011011011
54686973697 6 s compact
0101111001
36d79 7 t as pos
01010100 01101000
64-bit binary 8 sible?
2 01101001 01110011 01101001
value
01110011 01101101 01111001
Remove the 0101010 0110100 0110100 Figure 3 shows the process of dividing the plaintext in
3 last bit of 0111001 0110100 0111001
every 8bits 0110110 0111100 64-bit block, and Table 5, shows the result after the
0101010 0110100 0110100 division of the plaintext. A sample test item, “Which
Permuted
4
Value
0111001 0110100 0111001 computer has been designed to be as compact as
0110110 0111100 possible?” was converted into a cipher text by grouping
L0 R0
Get the 1st each character into eight (8) bytes per block as shown in
0101010 0110100
half of binary Table 3.2. The last block is consisting only of six (6)
5 0110100 0111001
and labeled as
L0 and R0
0110100 0110110 characters. It is then automatically padded with three (3)
0111001 0111100 spaces to complete the eight (8) characters. Padding in
L1 R1 cipher happens when the plaintext to be encrypted is not
Performed
101010100110
6
Circular Shift
1000
110100011100 an exact required length. Therefore it should be padded
both for L1 101101100111 by adding a padding string [28]. Each block is encrypted
11010001
and R1 1000
1100 using Round 1 to 16 keys in Table 4.
Combine L1 Figure 4 presents the flowchart of the plainte xt
and R1 then
7 apply
100111000101100010110010101 encryption process. Table 6 shows the detailed encryption
000111100110110100111 process of the plaintext using the 16-round key. The
permuted
choice 2 encryption function has two inputs; plaintext and the key.
Convert The first block is converted into hexa value then from
binary result
8 to hexa to 9c58b2a3cda7
hexa value to binary value. Then DES performs an initial
produce key permutation (IP) on the entire 64-bit block of data. It is
for 1st Round then split into 2, 32 bit sub-blocks, L 0 and R 0 . The

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm 5

expansion/permutation process was applied to the value

of R0. The result will be XORed to the 1st key in Table 4.
The XOR result will then be grouped to 8 blocks. Each
block consists of 6 bits. Afterwards, the S-box
substitution was applied to the result. Then, permutation
function was applied to the result of R0. Performed XOR
to L0 with the permuted value of R0, and then assigned
the value to R1. Assigned R0 to L1. The output of this
final permutation is the 64-bit cipher text of the 1st block
of plaintext. After performing the process, the output is
shown in Table 7 while in Table 8 is the encryption value
of the 1st block of cipher text after using round 1 to 16
keys.

Table 7. Encryption Value of the Plaintext in 64-bit block

Fig.4. Plaintext Encryption Process Plaintext in 64 bit block Ciphertext

Which co 10b08248abd41bec
mputer h d1ae1cab11eff016
Table 6. Detailed Encryption Process of Plaintext
as been 9cc65bac958beb20
Step Process Result Designed bab9939dba901eee
Convert plaintext 776869636820636f
to be a 47084d57cc02fcdc
“which co” to 1110111011010000110100101
1 s compact 498ed7ab2a973244
hexa, hexa to 1000110110100000100000011
binary 0010000000000 t as pos 5e013cdbc46ec58d
11110101 00101100 sible? b8153403ea57c015
00111100 00110101
Apply IP to the
01101100 00100000
2 result then convert Table 8. Encryption Value of the 1st block of Ciphertext
01100100 00000000
to hexa value
eed0d2c6 d040c800 Index Left Right
Divide the result L0 R0 1 d040c800 86ed743c
3
into two halves eed0d2c6 d040c800 2 86ed743c e0e7a039
Apply Expansion/ 3 e0e7a039 61123d5d
4 Permutation to the 6f80fe8a17a9 4 61123d5d a6f29581
Result of R0
5 a6f29581 c1fe0f05
Use Key in Round 6 c1fe0f05 8e6f6798
1( Table 3.1), 9c58b2a3cda7 7 8e6f6798 6bc34455
5
performed XOR
with R0 8 6bc34455 ec6d1ab8
Apply S-box 9 ec6d1ab8 d0d10423
6 ae1ba189
substitution 10 d0d10423 56a0e201
Apply 11 56a0e201 b6c73726
permutation
7 dc1f10f4 12 b6c73726 6ff2ef60
function to the
result of R0 13 6ff2ef60 f04bf1ad
XOR the value of 14 f04bf1ad f0d35530
L0 to R0 the 15 f0d35530 10b08248
86ed743c
Assigned the new
value to R1 16 10b08248 abd41bec

Assign the value

9 d040c800 Figure 5 shows the cipher text decryption process. The
of R0 to L1
Repeat steps 3 to 9, having R1 and L1 as input to the process is performed in reverse order using the same key.
10 next round. Perform this for 16 Rounds using the If at random selection the sample test item were selected,
keys in Table 3.1 the process starts by getting the value of L1 and R1 then
Concatenate the performed XOR to the value. Get the value of R1,
result to get the performed expansion permutation. S-box substitution is
value of the 1st then applied to get the value of L1. XORed the result of
10b08248abd41bec
11 block cipher. The
result of the R1 to the first key in Table 4. Concatenate R1 ll L1 to
plaintext “which produce the value. Finally, the 1st block of cipher text is
co” recovered. The detailed process is shown in Table 9.
Figure 5 below is the Ciphertext Decryption Process.

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
6 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm

64-bit output
test the performance of the system in view of its users.
The criteria used are composed of six (6) main quality
characteristics that are defined in the ISO9126 [28]
standards as follows:
32-bit Ln 32-bit Rn
 Functionality – the ability of the software product
to provide functions which meet stated or implied
Mangler
Function
needs of the users.
Kn  Reliability – the ability of the system to functions
as specified, and the capability of the system to
maintain its service provisions under defined
conditions for defined period of time.
 Efficiency – the ability of the software to provide
32-bit Ln +
appropriate performance in relation to the amount
32-bit Rn + of resources used. This is used to measure how
1
1
well the system works.
 Usability –the ability of the software to be easily
64-bit input operated by a given user in a given environment
and the ease of which the system functions could
Fig.5. Ciphertext Decryption Process be understood by the intended users.
 Portability – characterizes the ability of the
software/system to change to new specifications or
Table 9. Decryption Result of the 1st block of Ciphertext
operating environments or the measure of the
Step Process Result effort that is needed to move software to another
Get the value of L1 L1 = d040c800 computing platform.
1
and R1 R1=86ed743c  Maintainability – it is the ability to identify the
2 XOR R1 to L1 dc1f1cf4 root cause of a failure within the software, the
Get the value of R1, amount of effort to change a system and the effort
performed
3 86ed743c needed to verify (test) a system change.
expansion
permutation
An evaluation sheet was distributed to different
Apply S-Boxes
4 ae1ba189 respondents. The questionnaire uses the scale of 1 to 5,
Substitution
XOR the result to with 1 as the lowest and 5 as the highest. The evaluation
5 9c58b2a3cda7 sheet enumerates six (6) indicators: functionality,
the key in round 1
6 New Value for R1 R1 = 07b5cf4c reliability, efficiency, usability, maintainability, and
7 R1 II L1 4713b8f45cd9b326 portability. Table 11 is the over-all tabulated results based
Plaintext value of on the respondents evaluation.
8 the 1st cipher after 776869636820636f
16 Rounds. Table 10. Tabulated Rating of the Respondents – Overall

Ql
C. Evaluation of the developed system/software using the Criteria Mean Qn
ISO 9126 standard.
1. Functionality 4.6 5 E
In any project development, a certain design
methodology is employed in order to come up with an 2. Efficiency 4.6 5 E
effective and desirable result. However, in order to 3. Usability 4.8 5 E
achieve the goal of having an affective and desirable
result, the system has to undergo the evaluation using the 4. Reliability 4.15 4 VG
ISO 9126 Standard. Below are the activities performed in 5. Portability 4.85 5 E
the evaluation of the developed system.
The system was presented to the evaluators- 6. Security 4.8 5 E
respondents consisting of thirty (30) students and three (3)
Overall Mean 4.63 5 E
Faculty members of the Engineering Department. The
functions and processes of the software were discussed
Legend:
during the presentation to ensure that the developed Mean Range Quantitative Value (Qn) Qualitative Value(Ql)
system is evaluated properly. During the final evaluation, 4.51 – 5.00 5 (E) Excellent
survey questionnaires were distributed. 3.51 – 4.50 4 (VG) Very Good
The evaluation survey for this system is based from the 2.51 – 3.50 3 (G) Good
1.51 – 2.50 2 (F) Fair
external and internal quality model adopted from the ISO 1.00 – 1.50 1 (P) Poor
/ IEC 9126 standard. The primary goal of the survey is to

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm 7

Table 10 shows the overall mean of the criteria used in the making of this study. Without their inputs, the
the evaluation of the system quality. The overall mean is validation of survey could not have been successfully
4.63, which has an equivalent qualitative result of conducted.
“Excellent”. The result simply implied that respondents I would also like to acknowledge the former President
found the system useful and was able to attain the goals of the Sorsogon State College Dr. Antonio Fuentes and
and objectives of the study. the present president Dr. Modesto D. Detera for their
invaluable support in the conduct of this study. I am
gratefully indebted.
V. CONCLUSION AND FUTURE WORKS Appreciation is extended to the Commission on Higher
Education (CHED), for the scholarship granted to the
The developed system is capable of storing test items proponent.
in the test bank per subject. Random selection of the test
I must also express my profound gratitude to my
items ready for deployment to the student’s computer is
parents, brothers and sister for their unfailing support and
one of the functions of the system. It automatically continuous encouragement throughout the years of my
checked the answer sheet of each student. The Rasch study.
model was successfully applied by conducting an analysis
To my children Erika, Oli and Julia for their
of each item based on the result of the exams of the
understanding during the time when I cannot give my
students, as it was part of the function of the system, thus 100% attention during the course work and for
eliminating redundancy of manual work. After analysis continuously providing me an inspiration to keep me
faculty members could now easily quantify all the items
going and work on this project.
in the exams as good, rejected or revised items.
Finally to my husband Rico, for the love and for
The integrity and confidentiality of the test items providing me with unfailing support, continuous
stored in the test bank was successfully secured using encouragement and understanding throughout the years
DES algorithm by automatically encrypting all the test
of study and through the process of researching and
items in the test bank. Only items ready for deployment
writing. This accomplishment would have not been
after randomly selected by the system will be decrypted. possible without them. Thank you so much.
Functions like editing/saving items are embedded in Above all, to the ALMIGHTY GOD for His blessings.
the system.
With the developed system, manual work of the faculty
REFERENCES:
when it comes to preparation of the exams is reduced if
not eliminated. [1] Bauer, Dr. Yvonne,Degenhardt, Dr. Lars, Kleimann, Dr.
The system passed the evaluation process based on the Bernd, and Wannemacher, Dr. Klaus,“Online Exams as
ISO 9126 standard as perceived by the respondents. Part of the IT – supported Examination Process
Full implementation of the developed system is Chain”,Higher Education Information System.
[2] YewTzeHui, Cheong Soon Nyean, Yap Wen Jiun,
recommended. NordinAbdRazak 2 and Ahmad ZamriKhairani,
As for future works The TBMS may be further secured “Development of Mathematics Question Banking System
by using other security algorithm aside from DES. The for Secondary School in Malaysia, 2012 International
developed TBMS can still be improved by adding other Conference on Management and Education Innovation,
features/functions that will help ease-up the usage of the IPEDR Vo, 37, pp. 12-16.
system, like: to restore the discarded questions [3] Kehoe and Jerard, Basic Item Analysis for Multiple-
automatically if needed; choices for multiple choice Choice Tests, Practical Assessment, Research &
format can be re-arranged together with the correct Evaluation, 4(10), 1995.
answers; graphic choices can be considered; and the [4] Scorepak, “Score Pak: Item Analysis”,Office of the
Educational University of Washington. August 2005.
system can provided audit trail or report of faculty who [5] “Scatron Guide”, Educational Management Center.
contributed the questions or faculty who modified the [6] Ahmad Zamri Khairani, “Development of Mathematics
question. Question Banking System for Secondary School in
Malaysia,2012 International Conference on Management
ACKNOWLEDGEMENT and Education Innovation IPEDR vol.37 (2012)© .
[7] Camero, Joseph T., “The Role of Online Grading
I would like to express my sincerest gratitude to my Programs in School/Community Relations”;New Southern
thesis adviser, Dr. Ariel M. Sison, for his guidance and International School, Bangkok Thailand, July 2011, Vo. 1,
his valuable suggestions for the improvement of the study. pp.91-105.
He consistently allowed this paper to be my own work, [8] Elaine Barker, William Barker, William Burr, Wiliam
but steered me in the right direction whenever he thought Pork, Mike Smid; “Computer Security”, National Institute
I needed it. Thank you, Sir Ariel. of Standard and Technology, July, 2012.
Also to all the Panel of Examiners, for their comments [9] MwaiNyaga, Hassan Bundu; “The Impact of Examination
Analysis for Improving the Management of public
and suggestion for the improvement of the research paper.
Examination or Otherwise”; 27th Annual Conference of
I would also like to thank the experts who were the Association for Educational Assessment in Africa;
involved in the validation survey of this research project: August 2009, pp. 1-20.
particularly the Statistician, Computer Analysts, and the [10] Dr.Roberta N. Chinn, Dr. Norman R. Hertz and Dr.
SSC Research Director who participated/contributed in Barbara A. Showers; “Building and Managing Small

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8
 8 Test Bank Management System Applying Rasch Model and Data Encryption Standard (DES) Algorithm

Examination Program”, presented at Annual meeting of Authors’ Profiles

the Council on Licensure, Enforcement, and Regulation in
Las Vegas, NV, September 2002. Maria Ellen L. Estrellado was born in
[11] Qingchun Hu and Yong Huang; “An Approach for Casiguran, Sorsogon. She earned her
Designing Test Bank in Adaptive Learning System”; Master’s Degree in Master in Management
The9th International Conference on Computer Science & major in Public Administration at Sorsogon
Education (ICCSE 2014); Vancouver, Canada; August 22- State College, Sorsogon City in 2005 She
24, 2014, pp.462-464. obtained her baccalaureate degree in BS
[12] Osama Almasri, Hajar Mat Jani, Zaidah Ibrahi3, Omar Computer Science at Aemilianum Institute,
Zughoul; “Improving Security Measuresof E-Learning Sorsogon in 1997.
Database”; IOSR Journal of Computer Engineering After receiving her baccalaureate degree, she worked as a
Volume 10, Issue 4 (Mar. - Apr. 2013). Clerk at Allied Banking Corporation, Sorsogon City branch in
[13] NikhileshBarik and Dr. Sunil Karforma; “Risks and 1997. Afterwards, she worked as a clerk at the Sorsogon State
Remedies in E-Learning System”; International Journal of College until October 2005. At present she is a college
Network Security & Its Applications (IJNSA), Vol.4, instructor of the said institution and teaching computer subjects
No.1, January 2012. at the Engineering/Architecture Department.
[14] Jose F .Calderon and Expectacion C. Gonzales;
Measurement and Evaluation; Printed by J. Creative Label
Enterprise, Copyright, 1993. Dr. Ariel M. Sison earned his Doctor of
[15] Ahmad Zamri bin Khairani and Nordin bin Abd. Razak; Information Technology (DIT) at the
“Advance in Educational Measurement: A RaschModel Technological Institute of the Philippines
Analysis of Mathematics Proficiency Test”; International Quezon City in 2013 and graduated with
Journal of Social Science and Humanity, Vol. 2, No. 3, Highest Honors. He took up his master’s
May 2012. degree in Computer Science at De La Salle
[16] Julian C. Stanley, Educational and Psychological University Manila in 2006 and obtained BS
Measurement and Evaluation, 6th Edition; National Computer Science at Emilio Aguinaldo
Bookstore. College Manila in 1994.
[17] Madhu Babu anumolu, “An Online Examination System He is currently the Dean, School of Computer Studies, Emilio
Suing Wireless Security application”, Internation Journal Aguinaldo College Manila. His research interests include Data
on Engineering Trends and Technology, Vo. 4, September, Mining and Data Security.
2013. Dr Sison is a member of International Association of
[18] Chieh-Ju Emily Wang, “Item Analysis of a Test Bank Engineers (IAENG), Philippine Society of IT Educators and
Developed for University English Major Student”s; Computing Society of the Philippines. Currently, he is a
Department of Applied Languages, Ming Chuan Technical Committee Member of International Academy,
University; April 2012. Research, and Industry Association (IARIA) for International
[19] Cesar B. Bermundo and Alex B. Bermundo, Test Checker Conference on Systems (ICONS)
and Item Analyzer with Statistics; 10th National
Convention of Statistics (NCS); October 2012.
[20] Ryan V Dio; NCBTS – Based Mathematics Proficiency Dr. Bartolome T. Tanguilig III took his
Test (MPT) for Pre-Service Elementary Teachers; Bicol Bachelor of Science in Computer
University, July 2012. Engineering in Pamantasan ng Lungsod ng
[21] Shao- Hua Chang, Pei-Chun Lin, zihChuan Lin; Measure Maynila, Philippines in 1991. He finished his
of Partial Knowledge and Unexpected Responses in Master’s Degree in Computer Science from
Multiple Choice Tests; Educational Technology and De La Salle University, Manila, Philippines
Society; Page 95-109. in 1999, and his Doctor of Philosophy in
[22] Ramchander Muddu; “Design and Implementation of a Technology Management from Technological University of the
Monitoring System to Prevent Cheating in Online Test”; Philippines, Manila in 2003. He is currently the Assistant Vice
Texas A & M university – Corpes Christ; TX 2012. President for Academic Affairs and concurrent Dean of the
[23] Omar Zughoul, Hajar Mat Jani, AdibahShuib, Osama Graduate Programs of the Technological Institute of the
Almasri, Privacy and Security in Online Examination Philippines, Quezon City.
System; OSR Journal of Computer Engineering, Mar- Dr. Tanguilig III is a member of the Commission on Higher
April 2013. Education (CHED) Technical Panel for IT Education (TPITE),
[24] “Cryptography”,http://www.di-gt.com.au/cryptopad.html the chair of the CHED Technical Committee for IT (TCIT), the
[25] http://www.iusmentis.com/technology/encryption/des/ founder of Junior Philippine ITE Researchers (JUPITER), Vice
[26] “ISO 9126 standard”, www.whatis.com President – Luzon of the Philippine Society of IT Educators
[27] “ParityChecking”,https://en.wikipedia.org/w/index.php?se (PSITE), board member of the PCS Information and Computing
arch =parity=Go Accreditation Board (PICAB), member of the Computing
Society of the Philippines (CSP) and a program evaluator /
accreditor of the Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA).

Copyright © 2016 MECS I.J. Modern Education and Computer Science, 2016, 10, 1-8

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