YABA COLLEGE OF TECHNOLOGY

PROJECT

COMPUTER SCIENCE ND3

SESSION
2023/2024

NAME: ANI CHRISTIAN IZUCHUKWU

MATRIC NUMBER: P/ND/21/3210490

SUPERVISORS: MR OLUDIPE. O
MR ADEBAYO. A.A
 CHAPTER ONE

1.1 INTRODUCTION:
An examination management system is used to manage the complete examination process of
an institute. It includes all exam-related activities, such as receiving examination forms, seating
arrangements, printing Admit Cards, Hall Tickets, declaring Final Results, Report Card
Generation, etc.

An examination management system automates the entire exam process to save time and
provide accuracy.

A few exams from thousands of students each semester is daunting at the best of times, and
hinges on an overwhelming experience for faculty, from pre-prep to exam setup, and then
marking and distribution.
In addition, examiner differences mean unreliable marking. There are also logistical challenges
to securely dispensing graded exams.

WHAT IS AN EXAMINATION MANAGEMENT SYSTEM?

An examination management system is a software that’s been developed to manage the entire
exam process.
It covers all the activities that are related to examination management, right from receiving
enrollment and examination forms, to the processing of exams, printing, distribution, and
statistical reports.
Adapt IT Education’s exam management system automates the examination process to
facilitate good and timely decisions, take time and stress off faculty, and improve
communication between faculty, students and parents.

BENEFITS OF A GOOD EXAMINATION MANAGEMENT SYSTEM

A good examination management system, provides institutions with the mechanism to easily
create a streamlined exam pattern that is the most conducive for the academic development of
students. It also benefits faculty by:

 Eliminating Overwhelm.
 Shifting administration to a single, central system in order to simplify execution of
examination processes.
  Significantly reduces time spent fulfilling pre-prep, during and after examinations
processes.
 Simplifying exam scheduling.
 Providing accuracy and cuts unreliability.

MANAGEMENT BENEFITS
Management – and the educational institution as a whole – benefits from good software that
manages examinations in these ways:

 Authentic, reliable examinations.

 Accurate, error-free result.
 Strict confidentiality.
 Become paper-free.
 Save time, costs and resources.
 Deliver exam results with a click.
 Get powerful data-driven insights that tell the stories you need to know.
 Reduce duplication.

Of course, all these benefits have secondary benefits as they spin off other elements, for
example, enhanced reputation and marketing ability.

KEY FEATURES OF A GOOD EXAMINATION MANAGEMENT SYSTEM

Not all software is made equal, and that is true of examination management systems too. Good
software, such as Adapt IT Education’s Examination Management system adds maximum value
in the following ways:

1.2 SCOPE OF STUDY:

The Scope of study covers the Efficient Exam Scheduling Robust Exam Monitoring Timely Result
Publication

1.3.1 AIM OF STUDY:

The aim of this research is on examination management system Case Study for User
Requirement -1, Requirement-2 & Requirement -3.

1.3.2 OBJECTIVES:
The Objectives of this project is to streamline the exam scheduling process, simplify the
registration process for students. Touching these three parts which are:

 Timely Result Publication.

 Robust Exam Monitoring.
 Efficient Exam Scheduling.

EFFICIENT EXAM SCHEDULING:

Exam Scheduling, Genetic Algorithm, Metaheuristics, Karabuk University. Universities are higher
education institutions in a complex structure with many students, academic and administrative
staffs. In these institutions, educational activities are carried out on course and exam schedules
[1]. Therefore, it is necessary to prepare two or more (midterm, final exam etc.) exam
schedules for all academic programs in each semester. When preparing exam schedules,
distribution of exam halls (or classroom) according to departments, in which sessions will take
part in lectures, the specific conditions of some courses, special requirements of examiners and
course executives, capacity of exam halls, the number of students taking a course, possibility of
some students being assigned to more than one exam session at the same time, exams can be
held within a certain date range and limited time periods etc. many different situations have to
be considered [2, 3]. Also, it may be necessary to revise the exam schedules depending on
personal or institutional reasons. In summary, there are many parameters and constraints in
exam schedules. Real-world optimization problems with many variables, such as
exam/course/job scheduling, cannot be optimally solved at reasonable computational times [4].
Therefore, scheduling tasks are known as NP-hard [5] optimization problems. Also, it is difficult
to talk about a general solution for this type of problem. The first studies on scheduling
problems were done by Henry Laurence Gantt [6], an American mechanical engineer. These
studies initially aimed at understanding the common problem structure by combining the
problems. These problems were tried to be produced with simple models. Towards the end of
the 20th century, heuristic methods came to the fore according to the problem. Since 1990s,
modern heuristic methods have been used for the solution of some problems [7, 8]. Heuristic
algorithms do not guarantee that they will find the exact result, but they do guarantee that
they will get a solution within a reasonable time [9]. In other words, the definitive solution is
unknown, but the closest solution is a problem in which we want to determine what is good for
determining quality of the solutions. For a problem to be solved by optimization algorithms, the
constraints that the algorithm must comply with are defined. Then, an objective function is
created by taking these constraints into consideration [10]. Two types of constraints are
generally preferred for studies on exam scheduling problems in the literature. These are hard
and soft constraints. Hard constraints are mandatory rules, while soft constraints are
constraints are rules that are desired but not obligatory [11]. In recent years, meta-heuristic
methods have been widely used in solving the exam scheduling problem. For instance,
Santiago-Mozos et al. [12] proposed a two-step heuristic method for obtaining personalized
schedules for some courses for a university in Spain. In this method, students can determine
the groups they prefer on a given subject and their priority in the lessons. In the first stage of
the method, the constraints of the problem are solved, and in the second stage, the solutions
found are tried to be improved. Dammak et al. [13] developed a simple heuristic method to
perform examclassroom assignments to solve an exam scheduling problem. Their method tries
to assign one exam in each classroom. If the method fails to provide this, it assigns a maximum
of two exam halls. Pillay and Banzhaf [14] used the Informed Genetic Algorithm (IGA) as a two-
step method for solving the exam scheduling problem. In the first stage, a GA is used to
generate timetables that do not violate any hard constraints, and in the second stage, a GA is
used to optimize the soft constraint costs of the schedules created in the first stage. Turabieh
and Abdullah [15] proposed a hybrid approach that combines the principle of electromagnetic-
like mechanism with the Great Deluge (GD) algorithm for the solution of the exam scheduling
problem. The purpose of their proposed method is to move the sample points towards a high
quality solution while avoiding local optimization using a calculated force value. This
dynamically calculated value is evaluated as a distortion rate in determining the level within the
GD algorithm. Shatnawi et al. [16] aimed to create the exam schedules of the Arab East College
for High Education in Saudi Arabia with the least amount of overlap, considering some
constraints. Their proposed method has two stages: the greedy algorithm and the genetic
algorithm. They reported that by running these two algorithms in cooperation, they
significantly reduced exam days and overlaps. Keskin et al. [17] proposed a two-step solution
approach to Pamukkale University Faculty of Engineering's exam scheduling problem. They
reported that the method they proposed produced faster results than commercial software
IBM-CPLEX and Gurobi Optimization. Güler et al. [18] proposed mixed integer programming
models for solving the exam scheduling and supervisor assignment problem. They stated that
by integrating these models into a web-based decision support system, a complete timetable
can be prepared in about two minutes. Aldeeb et al. [19] investigated the Intelligent Water
Drops (IWD) algorithm for solving the university exam scheduling problem. They proposed a
hybrid method based on local search algorithm to improve the disadvantages of the IWD. They
reported that it achieved the best results on the three datasets compared to the best-known
results in their experimental work. Hao et al. [20] A unified evolutionary multitasking graph-
based hyperheuristic (EMHH) framework is proposed in which the concept of evolutionary
multitasking and graph heuristics are used as high-level search methodology and low-level
heuristics, respectively. The EMHH was evaluated on the exam schedule and graphic coloring
problems. Their experimental results indicate that the proposed unified framework improves
efficiency, efficiency, and generality when compared to single-task hyper-heuristics.
In this study, the exam schedules were automatically generated by using the student course
information of the 2018-2019 fall semester of Vocational School of T.O.B.B. Technical Sciences,
Karabuk University. This paper is organized as follows; In the first section, creation of a
relational database for solving the exam scheduling problem, determining the number of exam
branches, creating the chromosome structure, and defining constraints and fitness function are
mentioned. In the second section, four experimental studies were conducted according to
different criteria and the results obtained were evaluated. In the last section, this paper is
summarized. 2. MATERIALS AND METHODS The categorical data in the database prepared in
this study are as follows. There are 421 courses, 54 lecturers, 27 academic programs and 21
classrooms. In order to solve the problem, the model of the database was created with the E-R
diagram shown in Fig. 1. This database was prepared based on the curricular relations of
academic programs. Additional tables were also used to determine some specific limitations.
For example, some lessons are taught in the laboratory only exams, common exams (for
common courses taught in all departments) of the date/time intervals to be predetermined,
according to the demands of lecturers are made according to the individual date/time criterion.

1.4. METHODOLOGIES:

PRE-EXAMINATIONS.

 Automation of planning and execution.

 Configuration of exam types.
 Online exam registrations.
 Room and seating arrangements.
 Room admittance.
 Automatic generation of invoices.
 Notification of exam timetables.

EXAMINATION SETUP

 Choose from question templates that are mapped to Bloom’s Taxonomy

 Includes exam questions approval process
 Easy configuration of types of examination, including multiple questions
 Group wise question papers setup
 Setup of different difficulty levels
  Configuration of grading criteria
 Setup examination module according to various difficulty levels

MARKING ENTRIES AND RESULT DISTRIBUTION

 Evaluate entries on-screen

 Assign exam evaluators without exchanging paper
 Provides an Outcomes Attainment calculation
 Publish grades online
 Generate transcripts
 Huge choice of insightful reports to choose from
 Access the system via an application or from the web

Adapt IT Education has turned traditional examination processes on its head by providing a
system that is used by the majority of establishments in South Africa, and many abroad. We’ve
simplified and enhanced the entire examination process for educational institutions.

An examination management system is used to manage the complete examination process of

an institute. It includes all exam-related activities, such as receiving examination forms, seating
arrangements, printing Admit Cards, Hall Tickets, declaring Final Results, Report Card
Generation, etc.

 WHICH PLATFORM IS BEST FOR ONLINE EXAMS?

Best online exam software platforms are ExamOnline, Think Exam, Test Invite, FastTest,
Go4Read, and MeritTrac. Value-added features, easy-to-use interface, and flexibility
explain the popularity of examination software platforms.

1. 5 REFERENCE:

 Elen, A., Journal of Scientific Reports-A, Number 49, 12-34, June 2022.
 Shi Huoxue. Challenge of College Credit System in China, [J] Higher Education Research,
1995, (6): 58-59.
Google Scholar
 Wang Weilian. The implementation of a thorough reference of College Credit
Discrimination, [J] Education Research, 1995, (1): 58.
Google Scholar

 Yang Kuande, et al. Software engineering practice tutorials, [M] Science Press, (2005).
Google Scholar

 Sun Jiaguang, et al. Software Engineering -- Theory, Method and Practice, [M] Higher
Education Press, (2005).
Google Scholar

 JAMES RUMBAUGH, IVAR JACOBSON, GRADY BOOCH, Modeling Language Reference

Manual, ［ M ］ Machinery Industry Press, (2002).
Google Scholar
[6] Luan Yue. Software development project management, [M] Shanghai Jiaotong
University Press, (2003).
Google Scholar
 CHAPTER TWO

LITERATURE REVIEW ON CASE STUDY OF EXAM MANAGEMENT SYSTEM USING PHP

UG Scholars, Department of Computer Science and Engineering1,2,3,4,5 Guide, Department of

Computer Science and Engineering6SVERI’s College of Engineering, Pandharpur, India

2.0. Review on Online Exam System, Relational Database, Score Management, Admin
Management.

Presently, if the teachers conduct any examination, they have to check the answer sheets
manually which is time consuming and the generation of results manually might result in errors.

Online examination helps students of schools/ College/ Institutes is to offer a quick and easy
way to appear for the exam. It also provides the results immediately after the exam. The
students have to enter valid user id and password to attend the exam. This examination project
provides time limit to finish the exam. The user can see their results after completing the exam.

2.1. OBJECTIVE

The main objective of the Project on Examination Management System is to manage the details
of Examination, Students,

Courses, Session. It manages all the information about Examination, Branch, Session,
Examination. The project is totally built at administrative end and thus only the administrator is
guaranteed the access. The purpose of the project is to build an application program to reduce
the manual work for managing the Examination, Students, Branch, Marks. It tracks all the
details about the Marks, Courses, Session.

2.2 FUNCTIONS
Functionalities provided by Examination Management System are as follows:

Provides the searching facilities based on various factors. Such as Examination, Marks, Courses,
Session Examination Management System also manage the Branch details online for Courses
details, Session details, Examination.

The main purpose of designing the Online Examination System is to reduce the time of taking
examinations of the students manually. There are some advantages factors of this system
which are given below:

1. The Online Examination System reduces time of taking manual examination of students.
2. This system will work efficiently and correctly as far as computer technology is concerned.
3. This system will provide better security and transparency in the examination.
4. It tracks all the information of Students, Branch, Courses etc.,
5. Manage the information of Students.
6. Shows the information and description of the Examination, Marks.
7. To increase efficiency of managing the Examination, Students.
8. It deals with monitoring the information and transactions of Courses.
9. Manage the information of Examination.
10. Editing, adding and updating of Records is improved which results in proper resource
management of Examination

2.3 LITERATURE REVIEW

Offline exams which are conducted in the classroom under the supervision of an invigilator are
somewhat different than the online exams in which the candidates appear for the exams from
their home with the help of electronic devices. In the world of internet, all task has been done
through internet, so we have decide why exam has not conducted through internet. For
converting current exam system into digital exam system, we have build this small Online Exam
system project. If this system has been built in professional level then it will automate our
existing examination system into digitized exam system.

In this system, it will require less labor force for execute system and it will be more accurate
and less time consuming and at the same time we can conduct more persons exam at the same
time and it will publish result in a very short time. Below you can find benefits of Online
Examination System. If this system has been implemented then examination will not be limited
into four wall of class room, but student can take part into exam from any place.

Independence of location and time are some of the crucial advantages provided by the online
exams for both the educational institutions and the students. The online exams are created
especially for home based education which is not restricted to any particular location.
The online examination platforms provide a variety of security features for supervising the
candidates during online exams.

These features are developed using the best security protocols and advanced algorithms. These
features are designed in a way to stop the students from cheating or carrying out any sort of
malpractice in any way possible. Due to the presence of different types of remote proctoring
mechanisms such as image based, audio based and video based proctoring, it becomes
impossible for the candidates to cheat during online exam.

2.3.1. ADMIN DASHBOARD

 It is a main page of teacher after login. All data of the exam is present here.
 It displays the total mathematical count of result published, total exams, total students,
total subjects and the classes, Also it shows analytics of students data.
 Logout button has been given at right top corner on clicking over profile image.

2.3.2. ADMIN-SUBJECT TABLE

 In this page teacher can view the list of subject with subject name and when the subject
is created.
 There is button of enable and disable to enable and disable functionality of subject.
 Teacher can change the subject name by clicking on action button.
 Teacher can add subject by clicking on + sign.

2.3.3. ADMIN-STUDENT TABLE

 In above page teacher can view the list of student with login credentials of student.
 There is button of enable and disable to enable and disable functionality of student.
 Teacher can change the student name by clicking on action button.
 Teacher can add student by clicking on + sign .

2.3.4. Admin-Exam Table

 This page is exam page

  It displays all list of exams name, for which class they created, result status, and publish
result and view result action.
 Teacher can add exam for specific class by clicking on + button.

2.3.5. Student-Table

 This is student side.

 Student can view the timetable.
 Student can attempt the exam.
 Student can view result of given exam.

2.4. CONCLUSION

Online Examination System is a web application. The key concept is to minimize the amount of
paper and convert all forms of documentation to digital form and to provide results of the
examination as soon as exam is over.

2.5 REFERENCES

[1] Beginning PHP 5, Dave Mercer.

[2] Black Book HTML, Wiley Dreamtech.
[3] PHP and MYSQL Web Development, Lukewelling & Laura.
[4] Microsoft SQL Server-2000, Rankin, Paul & Jensen.
[5] PHP in Nutshell, Paul Hudson.
[6] The joy of PHP Programming: A beginner’s Guide, Plum Island
 CHAPTER THREE

3.0 DESIGN OF EXAMINATION MANAGEMENT SYSTEM FOR ENGINEERING MANAGEMENT

1. Research Background At present, “the pneumonia caused by novel coronavirus, COVID-19”

has a big effect on education. Teaching and learning rely more on the Internet platform. With
the update of the scientific system, more emerging disciplines are needed to support the rapid
development of society, and the engineering management major is also constantly renewing its
own teaching management and the evaluation models of student’s learning. In order to
cultivate diversified and innovative engineering talents, the engineering management major
applies the concept of adapting to changes and shaping the future and takes inheriting and
innovating, crossing and integrating, coordinating and sharing as the main approaches, with the
features of strategic, innovative, systematic and open. The construction of disciplines, a
systematic project, leads to the adjustment of the original discipline system, and to the
updating of the supporting evaluation system as well. With the aims of adapting to the content
adjustment of the discipline and meeting the needs of detailed and quantified dynamic
evaluation of student learning quality, it is very necessary to improve existing the methods of
examination management and constructing a new test management system. The article takes
the engineering management specialty training system as the background, designs and studies
the supplementary examination management system with the supports the new form of
requirements.

2. Course type classification the engineering management specialization involves the fields of
civil engineering and management science and engineering. According to the teaching methods,
the courses are mainly divided into theoretical courses, practical courses, and professional
experimental courses, as shown in Table 1.

Table 1. Course type and content Course type Course classification and content.

1 Theoretical courses: Advanced mathematics, engineering mechanics, basics of financial

accounting, engineering cost management, etc.
2 Practical courses: Engineering surveying practice, engineering budget course design,
etc.
3 Experimental courses Civil engineer materials experiment
3.1.1. COURSE EVALUATION PROCESS.

3.1. Theory course evaluation process the title is set 17 point Times Bold, flush left,
unjustified. The first letter of the title should be capitalized with the rest in lower case. It should
not be indented. Leave 28 mm of space above the title and 10 mm after the title. The theory
course not only assesses the students 'basic knowledge, but also improves the students'
autonomous learning ability. The course evaluation includes objective questions, subjective
questions and course thesis [2]. The score ratio of each part is determined according to the
course content. The operation steps are as follows,

Step 1: the head of the department introduces the course setting plan of the engineering
management specialty program into the system to form a directory tree of examination
courses, and each course corresponds to credits and hours.

Step 2: Students swipe a card for identity authentication, log in to the system, and operate in
order. The order is selecting courses, objective questions, subjective questions and course
papers. Each type of question can be tested separately, and completing the test at a time is not
necessary.

Step 3: After the candidates select objective questions, questions with limited score will be
choose randomly from the question bank. Then, the candidates answer the questions alone on
a fixed computer and submit the test paper within the required time, obtaining a score. If the
candidates are satisfied with the score, he can get the score as “grade one”, and the database
cannot be changed any more. The objective question allows the candidates to take the test
twice and choose a higher score as the final score if they are not satisfied with the first score.
After the candidates select subjective questions, questions with limited score will be choose
randomly from the question bank. The test center staff assigns a fixed seat for them to answer
the question after the candidates print the question. Finishing within a limited time, the
candidates submit the test paper to the test center staff. Then, the test center staff scans the
test sheet into the database, and the teacher can mark it through the network because the
examination barcode corresponds to the candidate. After students choose a course paper, they
submit their paper file and upload it to the database, and the teacher can review and mark
through the network.

Step 4: Three parts' scores are converted into percentage points according to a predefined
ratio, which becomes the students' final grade for the course.

3.2. PRACTICAL COURSE EVALUATION PROCESS:

Practical Course Evaluation Process The practical course should not only examine the students'
ability to compile a practical plan, the ability to write a practical report, but also the practical
ability to practice. Practice evaluation is divided into video recording of practice process and
preparation of practice report. The score ratio of each part is determined according to the
course content. The operation steps are as follows, and the process is shown in Figure 2.
Step 1: Candidates log in to the system on the computer, select practical courses and submit
practical scheme.

Step 2: Candidates should complete the practice process and submit videos of key practice
processes. Step 3: Candidates should finish the practice report and submit the practice report.

3.3.
Experimental course evaluation process The experimental course should not only examine the
students' ability to prepare experimental schemes, the ability to write experimental reports,
but also the practical ability to experiment. The experimental evaluation is divided into video
recording of experimental process and preparation of experimental report. The score ratio of
each part is determined according to the course content. The operation steps are as follows,

Step 1: Candidates log in to the system on the computer, select experimental courses and
submit experimental schemes.

Step 2: Candidates should complete the experimental operation and submit a video of the
experimental process.

Step 3: Candidates should finish the experiment report and submit the experiment report.

3. 4 SYSTEM ARCHITECTURE DESIGN.

System organization structure Changes in evaluation methods will surely lead to changes in the
evaluation organization system. A separate test center will be set up to operate and maintain
the test management system. For theoretical courses, students can go to the test center at any
time to choose their own relevant subjects and examination types. For practical and
experimental courses, students can enter the system platform via the Internet, submitting
relevant results on personal computers. Teachers can review the results submitted by students
through the Internet and grade them.

3.4.2 System hardware architecture the system builds a hardware architecture. According to
the number of users, multiple servers need to be set up for web services, database services,
application services, and backup storage [3]. For the Internet connection, setting up a firewall to
ensure system security is necessary. At the test center, a switch should be set up to connect the
examination and management computers in the test room.

In the intranet, students can complete the objective and subjective test evaluations of
theoretical courses in the test center. In the Internet, students can submit evaluation results of
practical courses and experimental courses through their own computers. Teachers can grade
students' submitted course results, both in the intranet and extranet.
3.4.3 System software architecture The system software is divided into three layers of
architecture: presentation layer, business logic layer and data access layer [4], as shown in
Figure 5.

Examination information release: You can publish dynamic information about the test center.
System background management: The system administrator logs in to configure the
permissions and functions of the system. Student information module: the functions of adding,
deleting, checking and changing students’ information. Training program module: The head of
the department can introduce the learning and examination courses required for each student
training into the system. Student results query: Students can query their results,
comprehensive rankings and other information. Teacher review module: Teachers can evaluate
and grade students’ submissions. Student grade files: The grade files of students can be
managed and backup. Examination question bank management: The exam question back-up
should be updated, replaced, etc.

3.5. Conclusion:

Conclusion and Outlook The regeneration of the examination process and rational system
architecture design can improve the efficiency of engineering management professionals
evaluation. The application of the examination management system can standardize the
evaluation system of engineering management professional courses. The means of "promoting
learning through examinations" can surely improve students' learning effects. In addition, under
the current " the pneumonia caused by novel coronavirus, COVID19 " and the Internet of
teaching, the examination management system can better meet the needs of the situation. The
test management system solidifies the training management model and can be applied in other
majors as well.

3.6. REFERENCE:

[1] Zhong Denghua. (2017)Connotation and Action of New Engineering Construction. J.

Research in Higher Engineering Education Commun.,1:1-6.

[2] Zhang Haitao. (2015)Development and Application of the Management System of Skills
Competition Test in Secondary Vocational Schools.J. Fujian Quality Management.
Commun.,8:27-29.

[3] Li Dongjun.(2014)Research on the management system of digital test center.J. High and New
Technology,Commun.,9: 3-4.
[4] Wang Qingyan. (2019)Analysis of Design Ideas of General Personnel Examination
Management Information System.J.Modern Information Technology Commun.,9:3-4.