Paper+SMS-Based Assessment Tool

as Alternative for Rural Area

ABSTRACT
Assessment of learning has an important role, should be
implemented using the right tools to obtain valid and reliable
results. The use of a computer with the Internet as a carrier of exam
answers is not always possible for rural areas, and SMS as a
potential carrier of exam answers, supported by simplification
using android application. Although the exam was still presented
using paper, with the use of GSM, the implementation of the
assessment can be more efficient, valid, reliable, and flexible.

Keywords
Assessment of learning; Paper+SMS-based assessment tool.

1. INTRODUCTION
Exams activity as assessment in learning has been conducted in the
last 1000 years ago (Newhouse, 2013, p. 431), with increasing
number of computers, in urban areas, evolved from paper-based
assessments became computer-based assessment.
Authentic assessment results used by teachers to plan improvement
(remedial) learning program, enrichment, or counseling services. In
addition, authentic assessment results are used as materials to
improve the learning process in accordance with the Education
Assessment Standards. Evaluation of the learning process carried
out during the learning process by using tools: observation sheet,
peer questionnaire, recording, anecdotal notes, and reflections.
Evaluation of the results of learning is done during the learning
process and at the end of the lesson unit on the methods and tools:
oral test / deeds, and a written test. The results of the final
evaluation are obtained from the combined evaluation process and
evaluation of learning outcomes.
Assessment of learning is done by 3 parties with a specific purpose,
assessment of learning outcomes by educators aims to monitor and
evaluate the process, learning progress, and improvement of
learning outcomes of students on an ongoing basis. Assessment of
learning outcomes by educational units aimed to assess the
achievement of Graduate Competency Standards for all subjects.
Assessment of learning outcomes by the Government aimed to
assess the achievement of national competency on specific
subjects.
The principle of assessment is valid, reliable, and accountable will
not be achieved without an analysis of the activities of assessment
instruments, and the assessment results. To increase the objectivity
of the assessment, the development of cutting-edge technology
enables assessment without involving teachers as an appraiser, so
it becomes more votes based on standards and are not influenced
by the subjectivity of the teacher as assessor.
But the use of the latest technology in the assessment process is
expensive, which affects the level of frugality of assessment.
Computer-based Assessment Answer Sheet is still very expensive
to be implemented independently of the school, so only the specific
assessment is used computer based assessment answer sheets, this

is caused by the high cost Computer Answer Sheet, price of OMR

(Optical Mark Recognition) Scanner or DMR (Digital Mark
Recognition) Scanner, the price of the software and operational
costs.
In recent years, the Indonesian government as authorized parties to
nationwide learning assessment, pioneering online computer-based
assessment, it's just a very high cost remains enormous barriers,
server costs, bandwidth costs, operating costs, and the cost of
procurement of client computers into the causes of the high cost.
The transparency of assessment of learning remains a serious
problem, because at the moment the students know the assessment
results a while after the assessment conducted, it is an ineffective
impact on the implementation of remedial learning, and caused a
domino effect on the overall quality of learning.
Assessment accountability still a problem in many schools, even at
the national level. Supposedly an assessment involving depth
analysis of assessment instruments to perform analysis of the
validity, reliability, level of difficulty, and the distinguishing
features of the question as an assessment instrument. But in fact,
very rarely teacher conduct an analysis of each assessment, even
the organizers of the National Examination did not give the results
of the analysis to the school, as stakeholders to improve the quality
of learning.
Based on initial observations that researchers do on the
completeness of the administrative committee, it was found that
only 20% of teachers who carry out an analysis of assessment, the
factor most prominent reasons are: (1) Examination answer sheet
was still manually, (2) Requires special software to do the analysis,
(3) Requires special time to carry out the analysis, and (4) The cost
of the examination and analysis are still cheap.

Figure 1. GSM Coverage in Indonesia. [2]

The use of mobile devices is rapidly increasing, the cheapening of
the android-based smartphone operating system, many students in
of the school who own a smartphone device, the use of smartphones
for mobile learning devices continues to increase, but was still
rarely smartphone is used as a device to improve the quality of

assessment, even happened today, smartphones tend to be

positioned as a threat to the quality of the assessment.
Penetration of smartphone usage is supported by the penetration of
mobile networks by telecommunications carriers, so the county rural areas in Indonesia has largely been could be covered by
mobile networks, the use of smartphones was penetrating the
countryside. Of course, these developments are not always perfect,
usually in rural telecom operators can only provide internet access
via smartphone in lower quality, so that, if implemented assessment
of learning which uses internet bandwidth will be constrained. But
the telecom operators in the village has been able to present the
basic services of mobile services including Short Message Service
(SMS). By manipulation of certain technologies, android-based
smartphone can be developed into a very useful tool to improve the
quality of assessment of learning. In fact, because the price of
smartphones is more economical, assessment of learning is quite
possible to be conducted more efficiently and economically.

2. What are and Why Paper+SMS-Based

Assessment Tool?
There are many benefits offered by the computer-based test online,
but there are various obstacles that really must be resolved, the
students are not familiar with answering questions without paper
and pen, high cost of computer investment, the reliability of the
Internet network, power consumption, and various other obstacles.
In this research, exam questions are presented on sheets of paper,
the student responded to the questions, then select the appropriate
answer to the smartphone device, work on the next exam to finish,
touch the button to finish. Smartphones combine the exam
properties, student identity, and the answers into an SMS and then
sends it to a specified server number. SMS received by the server
is then processed to obtain student test scores. The server also
analyzes the validity, reliability, level of difficulty of questions
based on the answers of students received.
When specified exam time has expired, or upon request of teachers,
the server sends an email containing students test score data, and
analysis results of exam questions. This allows the implementation
of remedial teaching for students who still do not understand the
learning material on a particular content. Examination answers to
delivery of test results to teachers conducted automatically by the
server.

3. Our Research with Paper+SMS-Based

Assessment Tool
3.1 Basic and Simple Implementation
This very simple research was conducted in 2013, students are
given questions on a sheet of paper, answered in the answer sheet
that has been provided, and make an answers note in a separate
sheet. When the test has been completed, and the students have left
the exam room, the students create an SMS to be sent to a
predefined number.

3.2 Refined System

In 2014 implemented enhancements to the SMS format, making it
possible to accommodate more students in one part of the answer
SMS. Implementation of exam is still using paper to present the
exam questions. Was started comparison with other test systems,
especially with traditional systems.
Furthermore, in 2015 began designing database systems, which
accommodate more exams, more students, student identification by
SMS sender number, and processing automation directly within the
database.
In January to June 2016, conducted research using android
application to accommodate the students' answers and send SMS
only in touch, migrate database from MySQL to MariaDB, and
enhance small part of the system.

4. Findings from Our Research

4.1 Validity adan Reliability of System
Based on the basic research stage, it can be seen that the students
'answers are written in the answer sheet is identical to the students'
answers are sent via SMS to the server. Although the students are
new to this system, can easily adapt because it has familiar been
sending messages using SMS. Examination students exam answers
manually showed similar results with the results of the examination
conducted by the server automatically. Shows that the system can
conduct all tasks, valid and reliable

4.2 Efficiency
When compared with a manual answers system, using Paper +
SMS-Based Assessment Tool can save 73% of exam operational
costs, compared with the examination system that uses a DMR or
OMR answer sheet, the system can save up to 67%, and when
compared with the CBT online system, the system can save up to
83%. The cost efficiency occurs because the system can use a
smartphone, which is very cheap compared to the price of a PC or
laptop, using only electric power is small, the cost of SMS is cheap,
the server can use a PC or laptop with hardware specs are not too
high. Time is very valuable, if the use of DMR or OMR sheet
requires time to send from the location of the test to the examination
center, the Paper + SMS-Based Assessment Tool system saves
more time, the system is able to check the students' exam answers
only in 0.00379 seconds per student, a GSM number capable to
check 32,000 per student answers.

5. Conlusion
System Paper + SMS-Based Assessment Tool potential to be
used in rural areas, and appropriate for use in a very wide area, even
for the national exam, because it to process student exam answers
quickly and have a large capacity. This system can be maximized
its potential if the government policy allowing the implementation
of this system, conducted the cooperation between the government
and the GSM telecom operators.

6. REFERENCES

Student exam answers are received by the server, then processed

using spreadsheet software, so we get the test scores of students,
and the results of analysis of test items.

[1] Newhouse, C. P. 2013. Computer Based Exams in Schools:

Freedom from the limitation of papaer? Research and
Practice in Technology Enhanced Learning Vol. 8, No. 3
(2013) Asia-Pacific Society for Computers in Education, 431
447

This simple research intended to determine the potential of the

system, to be developed and refined.

[2] https://opensignal.com