vi

Zion and Technology Business

College

DEPARTMENT OF Computer Science

Project Title: ONLINE EXAMINATION SYSTEM

A PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF BACHELORS OF SCIENCE (B.Sc.) IN INFORMATION SYSTEM

Group Members
No Name ID No Signature

1. Addisu dulla 037

2. Temesgen fura 012
3. Yohanis matiwos 019
4. Endalkachew bulto 046
5. Ganoya gato

Advisor Mr. Workinh Eshete-(MSc/Phd)

Submitted to: CS/IT Department

Submission date: Dec 21, 2023

Hawassa, Ethiopia
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Acknowledgement

Thanks be to God for His guidance, wisdom, and unwavering support throughout the completion
of this research project. I am deeply grateful to my advisor, Mr. Workinh Eshete, for his
invaluable guidance, mentorship, and unwavering support. His expertise and insights have
significantly contributed to the success of this research. We extend our heartfelt appreciation to
the collective effort and dedication of our team members in bringing this project to fruition. Each
member played a crucial role, contributing their skills and expertise, making this endeavor a
collaborative success. Our gratitude goes out to every individual who dedicated their time and
effort to make this project a reality. Special thanks to our families and friends for their
understanding and encouragement during the challenging phases of this research.
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Table of Contents

Table of Contents
Acknowledgement............................................................................................................................i

Table of Contents..............................................................................................................................

List of Tables....................................................................................................................................

List of figures....................................................................................................................................i

ACRONYMS....................................................................................................................................

Abstract.............................................................................................................................................i

CHAPTER ONE............................................................................................................................2

1. INTRODUCTION.................................................................................................................2

1.1. Background of the Study................................................................................................3

1.2. Statement of the Problem...............................................................................................4

1.3. Objectives of the Project.................................................................................................5

1.4. Scope of the Study...........................................................................................................5

1.5. Limitation of the Study...................................................................................................5

1.6. Significance of the project..............................................................................................6

CHAPTER TWO.........................................................................................................................14

2.1. DESCRIPTIONS OF EXSTING SYSTEM...................................................................14

2.1.1. Introduction of the Existing System........................................................................14

2.1.2. Proposed System Description...................................................................................16

2.1.2.1. Teacher's Module...............................................................................................16

2.1.2.2. Student's Module................................................................................................17

2.1.2.3. Admin module....................................................................................................17

2.1.3. Strength of Existing System......................................................................................17

2.1.4. Weakness of Existing System...................................................................................19

CHAPTER THREE.....................................................................................................................21

3. SYSTEM FEATURES.........................................................................................................21

3.1. INTRODACTION.........................................................................................................21

3.2. Functional requirements..............................................................................................22

3.3. Non-Functional requirements......................................................................................23

3.4. System Analysis Models................................................................................................24

3.4.1. Introduction............................................................................................................24

3.4.2. Use Case Diagram..................................................................................................25

3.4.3. Sequence Diagram.................................................................................................37

3.4.4. Activity Diagram....................................................................................................47

3.4.6. User Interface Prototyping...................................................................................62

CHAPTER FOUR..........................................................................................................................63

4. SYSTEM DESIGN...............................................................................................................63

4.1. Introduction...................................................................................................................63

4.2. Purpose of the System Design Document (SDD)........................................................63

4.3. Design Goal....................................................................................................................63

4.4. Architectural Design.....................................................................................................64

4.4.1. Logical View of the Architecture..........................................................................65

4.4.2. Process View...........................................................................................................68

4.4.3. Deployment View...................................................................................................68

4.5. Database Design............................................................................................................71

4.5.1. ER Diagram............................................................................................................73

4.5.2. Relational Mapping & Database Normalization................................................75

4.5.2.1. Relational Mapping............................................................................................75

4.5.2.2. Database Normalization....................................................................................76

CHAPTER FIVE...........................................................................................................................81

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5. CONCLUSION AND RECOMMENDATION.................................................................81

5.1. Conclusion......................................................................................................................81

5.2. Recommendation...........................................................................................................81

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List of Tables

Table 1 Software requirement..........................................................................................................9

Table 2 Hardware Requirement.....................................................................................................10
Table 3 Cost Estimation.................................................................................................................12
Table 4 Schedule Breakdown........................................................................................................13
Table 5 Use case documentation “check course schedule”...........................................................27
Table 6 Use case documentation Tack exam.................................................................................28
Table 7 Use case documentation “View Results”..........................................................................28
Table 8 Use case documentation “Send Feedback”.......................................................................29
Table 9 Use case documentation “Crate exam”.............................................................................30
Table 10 Use case documentation “Generate Reports”................................................................31
Table 11 Use case documentation “View Student Feedback”......................................................31
Table 12 Use case documentation “Create account”....................................................................32
Table 13 Use case documentation “Verify Student Enrollment”.................................................33
Table 14 Use case documentation “Manage User Accounts”......................................................34
Table 15 Use case documentation “notification schedule exam”..................................................35
Table 16 Use case documentation “Manage Course Offerings”..................................................36
Table 17 Use case documentation “Logout”.................................................................................37
Table 18 Un-normalized table.......................................................................................................77
Table 19 First Normal Form (1NF)..............................................................................................78
Table 20 Stud table........................................................................................................................78
Table 21 Teach table......................................................................................................................79
Table 22 Stud_table.......................................................................................................................79
Table 23 Teache_table...................................................................................................................80
Table 24 Course_cona table...........................................................................................................80
 List of figures

Figure 1 use case diagram of online examination system..............................................................26

Figure 2 Student login sequence diagram......................................................................................38
Figure 3 Take exam sequence diagram..........................................................................................39
Figure 4 Exam Results sequence diagram.....................................................................................40
Figure 5 Check Course Schedule sequence diagram.....................................................................40
Figure 6 Send Feedback sequence diagram...................................................................................41
Figure 7 Crate exam sequence diagram.........................................................................................41
Figure 8 Generate Reports sequence diagram...............................................................................42
Figure 9 view Student feedback sequence diagram.......................................................................42
Figure 10 create account sequence diagram.................................................................................43
Figure 11 Verify Student Enrollment sequence diagram...............................................................43
Figure 12 Manage User Accounts sequence diagram....................................................................44
Figure 13 notification schedule exam sequence diagram..............................................................44
Figure 14 Manage Course Offerings sequence diagram................................................................45
Figure 15. Logout Offerings sequence diagram............................................................................45
Figure 16 sequence diagram..........................................................................................................46
Figure 17 check course schedule activity diagram........................................................................47
Figure 18 Take exam activity diagram..........................................................................................48
Figure 19 View Results activity diagram.......................................................................................49
Figure 20 send feedback activity diagram.....................................................................................49
Figure 21 Crate exam activity diagram..........................................................................................50
Figure 22 Generate Reports activity diagram................................................................................51
Figure 23 view Student feedback activity diagram........................................................................51
Figure 24 create account activity diagram.....................................................................................52
Figure 25 Verify Student Enrollment activity diagram.................................................................52
Figure 26 Manage User Accounts activity diagram......................................................................53
Figure 27 notification schedule exam activity diagram.................................................................54
Figure 28 Manage Course Offerings activity diagram..................................................................55
Figure 29 Logout activity diagram................................................................................................56
Figure 30 Analysis Level Class diagram.......................................................................................58
Figure 31 Create user account........................................................................................................59

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Figure 32 Login interface..............................................................................................................60
Figure 33 Home page of Admin....................................................................................................61
Figure 34 User Interface Prototyping.............................................................................................62
Figure 35 Logical View of the Architecture..................................................................................65
Figure 36 Deployment View..........................................................................................................70
Figure 37 Deployment View..........................................................................................................71
Figure 38 ER Diagram...................................................................................................................74

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ACRONYMS

▪ OES: Online Examination System

▪ ICT: Information and Communication Technology
▪ ROI: Return on Investment
▪ HTML: Hypertext Markup Language
▪ CSS: Cascading Style Sheets
▪ PHP: Hypertext Preprocessor
▪ SQL: Structured Query Language
▪ DBMS: Database Management System
▪ XAMPP: Cross-platform (X), Apache (A), MariaDB (M), PHP (P), and Perl (P)
▪ ETB: Ethiopian Birr
▪ AD: Activity Diagram
▪ ER: Entity-Relationship
▪ UML: Unified Modeling Language
▪ CPU: Central Processing Unit
▪ RAM: Random Access Memory
▪ API: Application Programming Interface
▪ GUI: Graphical User Interface
▪ FTP: File Transfer Protocol
▪ HTTPS: Hypertext Transfer Protocol Secure
▪ URL: Uniform Resource Locator
▪ LAN: Local Area Network
▪ WAN: Wide Area Network
▪ PDF: Portable Document Format
 Abstract

In the evolving landscape of education, the integration of technology has become paramount,
leading to the development of innovative solutions such as online examination systems. This
research explores the design and implementation of an online examination system tailored for
academic institutions, with a focus on enhancing efficiency, accessibility, and overall
examination processes. The study employs a systematic methodology, including data collection,
system analysis, design, and implementation phases.

The online examination system facilitates seamless interactions among students, teachers,
administrators, and the registrar's office. It introduces features for exam creation, student
registration, result management, and course offerings. The system is designed to be user-friendly,
ensuring a positive experience for all stakeholders. The research evaluates the technical,
operational, and economic feasibility of the proposed system, considering factors such as
technology requirements, infrastructure compatibility, and cost-effectiveness.

The study concludes with recommendations for the successful deployment and adoption of the
online examination system in educational institutions. The findings aim to contribute to the
ongoing discourse on technology integration in education, emphasizing the importance of user
acceptance, system efficiency, and economic viability.

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CHAPTER ONE
1. INTRODUCTION

Being online refers to a user, computer, or another device connecting to a network, the Internet,
or another computer that allows communication.

An examination, often referred to as a test, is a formal assessment or evaluation of an individual's

knowledge, skills, or abilities in a particular subject, field, or area of study. Examinations are
commonly used in educational settings, professional certifications, and various assessment
contexts. The primary purpose of an examination is to measure the extent of a candidate's
understanding, comprehension, and application of the topics or subjects being assessed.

Examinations can take various forms, including written tests, practical assessments, oral
examinations, and performance evaluations. They are designed to gauge a test-taker's
competence, mastery of specific concepts, problem-solving abilities, and critical thinking skills
within a predefined set of parameters.

In educational institutions, examinations serve as a method for teachers or instructors to evaluate

students' learning and understanding of the curriculum, providing feedback on their progress and
knowledge retention. Furthermore, examinations are often used as a basis for academic
progression, grading, and qualification for further educational endeavors or professional
opportunities.

A system is a group of interacting or interrelated components that form a complex and unified
whole. It can refer to physical or abstract components, such as computer systems or social
systems. A computer system is a combination of hardware, software, and data that work together
to perform various tasks and operations. It includes components such as the central processing
unit (CPU), memory, storage devices, input/output devices, and other peripherals. The software
includes the operating system, applications, and utilities that enable the computer to perform
specific functions.

he terms "online examination" refers to the process of conducting assessments, tests, or

examinations using digital or internet-based platforms instead of traditional pen-and-paper

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methods. This approach revolutionizes the assessment and examination process by leveraging
digital technology to create, deliver, and manage exams.

Online examinations are typically administered through dedicated software or platforms,

allowing students to participate in assessments from their own devices, such as computers or
tablets, and from remote locations. This digital approach to examinations streamlines the
assessment process and offers several advantages over traditional methods.

Today, Online Examination System is considered a fast-developing examination method because

of its accuracy and speed. It is also needed less manpower to handle the examination. It is used
to conduct assessment test, aptitude test, psychometric test, personality test, entrance exam and
campus exams. Organizations can also easily monitor the progress of the student that they give
through an examination.

As a result of this, the result is calculated in less time. It also helps diminishing the need for
paper. Online examination project in PHP is very useful to learn it, according to today’s
requirement Online examination system is significantly important to the educational institution
to prepare the exams, saving the time and effort that is required to check the exam papers and to
prepare the results reports.

1.1. Background of the Study

Background of Study As we know, today our world is under the control of technology because
of this reason the world is related to each other. Our country is one part of the world but, we are
too late according to this technology as compared as developed countries. A web-based Online
Examination system is a system through which many educational institutions and all users can
benefit from it. Many institutions use various paper material sand pens to process the manual
examination .But in this system is conducted through the website which improves accessibility
for remote candidates.

Today many organizations conduct online examinations worldwide successfully and Issue results
online. There are advantage s and disadvantages in online examinations. The advantage is that it
can be conducted for remote candidates and evaluation of answers automated system, depending
on the nature of the questions and the requirement The disadvantage is there Is no method to
identify whether the exact students take that Exams.

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 1.2. Statement of the Problem

Traditional examination method spans thousands of years in our country, and frequent
examination today brings lots of problems as well. Lecturers spend much time in mechanically
marking papers and excessive use of paper contributes large number of environmental problems.

The problem statement pertaining to online examination systems encompasses various

challenges and considerations that institutions and stakeholders encounter when implementing
and utilizing such systems. Here's a breakdown of the key problem areas associated with online
examination systems:

One of the major concerns is ensuring the security and integrity of assessment data within the
online examination system. This involves safeguarding the confidentiality, authenticity, and non-
repudiation of exam content and results. Without robust security measures, there's a risk of data
breaches, unauthorized access, or tampering, which can compromise the validity of assessments.

Online examination systems need to address the issue of ensuring fair and equitable assessment
practices. This includes preventing cheating, plagiarism, and unauthorized assistance during
exams, as well as providing a level playing field for all students, including those with diverse
learning needs or special accommodations.

Technical reliability is crucial for the smooth functioning of online examination systems. The
platform must be robust, capable of handling concurrent assessments without downtime or
performance issues. Furthermore, addressing technical glitches, such as connectivity issues,
system failures, or compatibility problems with various devices, is vital to maintain the integrity
of the assessment process.

Ensuring accessibility for all students, including those with disabilities or unique learning
requirements, remains a challenge. Online examination systems should be designed to
accommodate diverse needs, providing features for assistive technologies, alternative formats,
and accessible interfaces to create an inclusive assessment environment.

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Some students may face challenges related to digital literacy, proficiency with the examination
platform, or access to necessary technology. Bridging the digital divide and ensuring that all
students can effectively navigate and engage with the online examination system is critical.

In some cases, disparities in access to technology, internet connectivity, or resources may hinder
equitable participation in online assessments. Institutions must address these disparities to ensure
that all students have equal opportunities to engage in online examinations.

The user experience and interface design of online examination systems must be intuitive, user-
friendly, and accommodating to different learning styles and preferences. Inadequate design or
usability issues can negatively impact the assessment experience for both students and
administrators.

1.3. Objectives of the Project

1.3.1. General Objective (aim)

The general objectives of this project are to develop a web-based examination system for Zion
collage.

1.3.2. Specific objectives

 To achieve the general objective, the following are specific objectives of the project.
o To investigate and identify the problems in the existing manual system exam
handling.
o To design the new system.
o To test and evaluate the performance of the new system using data sets.
o Collect the information about the existing system

1.4. Scope of the Study

Generally, this project scope is: -

 Taking an online examination.

 System provides only simple authentication for the user.
 System evaluates in computerized way.
 Managing examinations.
 Manage student information.
 Online booking grade (View result immediately).

1.5. Limitation of the Study

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Because of lack of time and resources these project will not include the following

 online payment
 blind people cannot use.
 Cannot handle descriptive questions (essay)
 Cannot use camera.
1.6. Significance of the project

After the system will complete, the organization will get the significance from system are the
following: -
 Reduce cost-the system save cost for organization that spend on learning materials
preparation and production, duplication, student see information what they need,
transportation, reduce cost paying for human power.
 Save time-for organization and student, on student side they will see result
automatically, on evaluation sheet, information searching.
 Avoiding mistakes-human error is avoid because the system can correct answer and
calculate the result.
 Reduce human power-human power that needed for duplication of paper, payment for
investigator.
 Independent of location-student who learns in any branch of college can take exam
everywhere.
 Accessibility: Enables students to take exams remotely, fostering inclusivity and
overcoming geographical barriers.
 Efficiency: Streamlines the examination process, reducing administrative burden and
saving time for both educators and students.
 Security: Implements measures like anti-cheating features, ensuring the integrity of the
assessment process.
 Real-time Feedback: Facilitates instant result generation, allowing students to receive
timely feedback on their performance.
 Cost-effectiveness: Reduces the need for physical infrastructure, paper, and manual
grading, leading to cost savings.
 Customization: Allows for diverse question formats, adaptive testing, and personalized
assessments to cater to different learning styles.

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  Data Analysis: Provides valuable data analytics for educators to identify areas of
improvement, track student progress, and enhance teaching strategies.
 Environmentally Friendly: Contributes to sustainability by minimizing the use of
paper and reducing the environmental impact of traditional exams.

1.7. Methodology

The methodology employed in the development and implementation of the online examination
system encompasses several key stages, each contributing to the overall success of the project.

1.7.1. Data Collection Methodology

The data collection methodology involves systematically gathering information essential for
system development. This includes conducting surveys, interviews, and reviewing existing
documentation to acquire insights into user requirements, expectations, and system
specifications. The gathered data forms the foundation for the subsequent stages of analysis and
design.

1.7.2. System Analysis and Design Methodology (only for software development)

System analysis and design represent pivotal stages in software development. This methodology
involves a comprehensive analysis of the gathered requirements, defining system architecture,
and outlining the specifications. It serves as a blueprint for the subsequent development stages,
guiding the creation of a robust and effective online examination system.

1.7.3. Development Tool and Technologies (working Environment)

Selecting the appropriate development tools and technologies is crucial for ensuring efficiency
and compatibility during system development. The working environment encompasses the
integrated use of tools such as HTML, CSS, PHP, SQL, and a relational database management
system (RDBMS). This combination provides a robust foundation for creating a dynamic and
responsive online examination system.

1.7.4. System Implementation (only for software development)

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The system implementation phase involves translating the design into a fully functional system.
This includes coding, database creation, and integration of various components. During this
stage, a prototype of the online examination system is developed and refined to meet the
specified requirements and standards.

1.7.5. Testing and Deployment Methodology

Testing is an integral part of ensuring the reliability and functionality of the online examination
system. This methodology involves a systematic approach to testing, including unit testing,
integration testing, and user acceptance testing. Once the system passes rigorous testing, it
proceeds to the deployment phase, where it becomes accessible to end-users.

1.7.6. Security Methodology

Security is of paramount importance in an online examination system. The security methodology

focuses on implementing measures to protect user data, prevent unauthorized access, and ensure
the integrity of the examination process. Encryption, secure authentication mechanisms, and
regular security audits are key components of this methodology.

1.7.7. Backup and Recovery Methodology

The backup and recovery methodology establishes procedures for regular data backups and
outlines strategies for system recovery in case of unforeseen events or data loss. This ensures the
preservation of critical data and the continuous availability of the online examination system.

This comprehensive methodology provides a structured approach to developing and

implementing the online examination system, covering key aspects from data collection to
security and disaster recovery. Each stage is carefully executed to guarantee the success and
reliability of the final system.

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 1.8. System Requirement (Only for System Development)
1.8.1. Software Requirement

Version/Platform
NO Software Module Description Requirements

Markup language for web page

1 HTML structure HTML5

Styling language for web page

2 CSS presentation CSS3

3 PHP Server-side scripting language PHP 7.4 or later

4 SQL Database query language MySQL

5 DBMS Database Management System MySQL or equivalent

6 XAMPP Development environment package XAMPP stack

7 Visual Studio Code Source code editor Latest Version

MySQL
8 Workbench Database design and management tool Latest Version

Frontend framework for responsive

9 Bootstrap design Latest Version

Programming language for dynamic

10 JavaScript content Latest Version

11 Apache Web Web server software Latest Version

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 Version/Platform
NO Software Module Description Requirements

Server

Table 1 Software requirement

1.8.2. Hardware Requirement

NO Hardware Component Description

1 Server High-performance server to host the application

2 Database Server Dedicated server for database storage

3 Network Infrastructure Reliable network for data communication

4 User Devices Desktops, laptops, or tablets for exam takers

5 Printer Optional for generating hard copies of reports

Table 2 Hardware Requirement

1.9. Feasibility Study

Feasibility study assesses the practicality and viability of the proposed online examination
system. It is conducted to determine if the system is technically, operationally, and economically
feasible.

1.9.1. Technical Feasibility

Technical feasibility scrutinizes the practicality of developing and implementing the proposed
system, examining essential aspects such as technology assessment to evaluate requirements and
capabilities. Additionally, it involves assessing the compatibility of the existing infrastructure to
support the system's technical needs. Ensuring that the necessary software and hardware are
readily available or can be acquired within the project constraints is crucial for the successful
execution of the proposed online examination system. This comprehensive evaluation provides

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insights into the technical viability and sustainability of the system's development and
implementation, laying the foundation for informed decision-making.

1.9.2. Operational Feasibility

Operational feasibility critically examines the practicality of the proposed system's integration
into the day-to-day operations of the institution. An essential aspect is assessing user acceptance,
gauging the willingness of end-users, including students, teachers, and administrators, to adopt
and embrace the new system. Additionally, the evaluation considers the potential impact on
existing operations, scrutinizing how the system might influence current processes and
workflow.

operational feasibility entails a thorough analysis of the training requirements associated with the
system's implementation. It involves determining the need for training sessions and assessing the
feasibility of conducting such sessions for users. Identifying training needs early on ensures that
users are well-equipped to navigate and utilize the system effectively, minimizing disruptions to
regular operations.

operational feasibility addresses the seamless integration of the proposed system into the daily
functioning of the institution, taking into account user acceptance, impact on existing operations,
and the necessity and feasibility of training sessions. This comprehensive assessment contributes
to informed decision-making regarding the viability and success of the proposed online
examination system.

1.9.3. Economic Feasibility

economic feasibility encompasses a thorough examination of the projected costs associated with
the online examination system's development, covering not only initial implementation but also
ongoing maintenance. It involves a meticulous estimation of expenses related to software and
hardware acquisition, training programs, and potential upgrades. The evaluation of the Return on
Investment (ROI) is integral, analyzing the anticipated benefits the system will bring in
comparison to the incurred costs, thus providing valuable insights into the financial gains and
justifiability of the project.

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 the assessment considers potential budgetary constraints, ensuring alignment with the allocated
financial resources and constraints. Identifying any financial limitations early in the process
allows for proactive measures to be taken, ensuring that the implementation of the online
examination system remains within feasible financial boundaries. This comprehensive economic
feasibility analysis aids decision-makers in determining the financial sustainability and long-term
viability of the proposed system.

1.10. Cost Estimation and Schedule Breakdown

1.10.1. Cost Estimation

Estimated Cost (ETB)

Category
Software Acquisition 150,000

Hardware Procurement 80,000

Personnel Costs 200,000

Training Expenses 30,000

Contingency 20,000

Ongoing Maintenance 40,000 (per annum)

Total Estimated Cost 520,000

Table 3 Cost Estimation

1.10.2. Schedule Breakdown

No Task Start Date End Date Novem Decem April May Jun Jul
ber ber

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1 Select Title 1-3-2016 15-3-2016

2 Data Collect 16-3-2016 30-3-2016

3 Data Analysis 1-4-2016 15-4-2016

4 User Interface 16-4-2016 30-4-2016

Design

5 Database Design 1-5-2016 15-5-2016

6 Coding 16-5-2016 30-5-2016

7 Tasting 1-6-2016 15-6-2016

8 Maintenance 16-6-2016 30-6-2016

9 Documentation 1-7-2016 15-6-2016

and Preparation

Table 4 Schedule Breakdown

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CHAPTER TWO
2.1. DESCRIPTIONS OF EXSTING SYSTEM
2.1.1. Introduction of the Existing System

Introduction to the Online Examination System In the dynamic landscape of contemporary

education, the paradigm shift from traditional assessment methods to modern, technology-driven
approaches has been both inevitable and revolutionary. One such groundbreaking advancement
is the Online Examination System (OES), a comprehensive platform designed to meet the
evolving needs of educational institutions, students, and educators. This introduction delves into
the key components and functionalities that define the existing online examination system.

Most institutions, whether educational or not, need an examination system to rigorously test and
evaluate their student's and trainee's outcomes. The existing system at most places is manual but
some places have an online system. A manual system includes manual entry of the details of
persons for their registration. It is sometime difficult for students to reach the exam center when
they live far. A manual system always requires preparing registration forms, question papers and
to print a lot of papers manually.

Calculating how many students are registered and verifying details of all these students manually
is very difficult. This manual activity takes quite a lot of time and money, and it requires
manpower as well. Another factor that should be taken into account, is the possibility of error,
which needs verification and checking of data. In each examination, we have destroyed many
trees. After the examination, the instructor reviews the results.

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Without online examination, it would be very difficult to do these tasks. A limitation of manual
systems is that they are not all personalized and cannot be used for quick reference. The places
which are using the online system face the problem of handling it. To fulfill the needs of the
student and the instructor, there is an administrator required, which is an additional overhead.

Evolution of Assessment Methods The metamorphosis of assessment methods from pen-and-

paper exams to the digital realm signifies a pivotal moment in the history of education. The
Online Examination System emerges as a catalyst in this transformative journey, offering a
seamless blend of technological innovation and pedagogical efficiency. This transition not only
aligns with the digital age but also addresses the challenges posed by traditional examination
systems.

User-Centric Design and Accessibility At the core of the Online Examination System is a user-
centric design that prioritizes accessibility and ease of use. Students and educators alike are
welcomed into an intuitive interface that facilitates effortless navigation. The system boasts a
robust user registration and authentication process, ensuring the security and privacy of user
data. This commitment to a user-friendly environment lays the foundation for a positive and
engaging online assessment experience.

Comprehensive Exam Creation and Management One of the hallmarks of the Online
Examination System is its capacity to empower educators in creating, customizing, and
managing exams with unparalleled flexibility. Gone are the limitations of traditional question
formats; the system accommodates a diverse range, from multiple-choice questions to essays,
ensuring a comprehensive evaluation of students' knowledge and skills. The platform's
scalability allows it to cater to various subjects, courses, and examination formats, making it a
versatile tool for educators in different disciplines.

Real-time Monitoring and Proctoring In response to the growing concern for maintaining the
integrity of online assessments, the existing system incorporates advanced monitoring features.
These include real-time webcam monitoring, screen recording, and anti-cheating mechanisms
that actively deter and detect any dishonest behavior. The integration of proctoring tools not only

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upholds the credibility of the examination process but also reassures both educators and students
of the system's commitment to fairness.

Automated Grading and Result Generation Streamlining the evaluation process, the Online
Examination System embraces automated grading, reducing the burden of manual assessment on
educators. This feature not only expedites the grading process but also ensures consistency and
accuracy in evaluating responses. Moreover, the system excels in instantaneous result generation,
providing students with timely feedback on their performance. This immediacy fosters a culture
of continuous improvement and allows educators to adapt their teaching strategies based on real-
time insights.

Analytics and Reporting for Informed Decision-Making A cornerstone of the Online

Examination System is its analytics and reporting capabilities. Educators can leverage these tools
to gain deep insights into student performance, identify trends, and make data-driven decisions.
By harnessing the power of analytics, the system transforms assessment data into actionable
information, empowering educators to tailor their teaching methodologies to the unique needs of
their students.

Collaborative Tools for Enhanced Learning Recognizing the importance of collaboration in the
educational process, the Online Examination System integrates collaborative tools. Discussion
forums, chat options, and virtual classrooms provide avenues for communication between
educators and students during exams. This collaborative approach not only facilitates
clarification of doubts but also fosters a sense of community in the virtual learning environment.

Robust Security Measures In an era marked by increasing cyber threats, the Online Examination
System remains steadfast in its commitment to security. Encryption, secure connections, and
regular system audits safeguard the platform against unauthorized access and potential breaches.
By prioritizing security, the system establishes trust among users, reinforcing its reliability in
handling sensitive examination data.

2.1.2. Proposed System Description

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The modern computerized system is designed to overcome the drawbacks of the existing system.
The new system has got many advantages than the old manual one. People can register and take
exams very easily from different places. It is more personalized and developed in a way that all
the users can understand all the available options in it without any difficulty. Important matters
are not always locked, and it is accessible easily at the time of urgency. Standard level of
security has been maintained in this system and important data has been kept more secured. It is
easy to understand, more user friendly and any quick entries or modification can be done in this
system whenever needed. It does not need a dedicated Administrator.

This system se divided into two modules:

2.1.2.1. Teacher's Module

An instructor has to register first and login to the system. After login, he has full privilege to the
system. He is a user who is responsible for preparing the questions and its answers and upload
into the database. He can look for the created questions and can select the questions for the tests.

2.1.2.2. Student's Module

An examinee is a user who has to register first and login to the system to take the exam. After
login, he has the option to start the exam. Every exam will be having a time limit. If an examinee
is not able to finish his exam in the time limit, he will be directed to the result page immediately
after time out.

2.1.2.3. Admin module

The administer is who has to login to system to manage the system. Access to exam creation and
updation, Access to exam scheduling : Can schedule exam date and time ,Access to candidate
data : Can assign candidates for particular schedule.

Access to Result section : Can view results data ,After exam is validated and approved by
validator , Exam administrator will able to assign it to candidates ,Result Generation.View Exam
Summary and analytic like total no of candidates appeared for the exam, score analysis.

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 2.1.3. Strength of Existing System

Over the years, the digital transformation of education has given rise to online examination
systems, serving as pivotal tools in the assessment and evaluation of student learning. These
systems have garnered significance for their diverse strengths, offering features that promote
efficiency, accessibility, security, and adaptability in the assessment process. This document sets
out to illuminate the various strengths of existing systems, underscoring their impact and value
within the educational landscape.

One of the primary strengths of existing online examination systems lies in their capacity to
streamline and optimize the assessment process. These systems offer flexibility in examination
scheduling, enabling students to participate remotely, while also providing educators with the
ability to create and manage exams electronically. The integration with learning management
systems further heightens the overall efficiency, allowing for seamless synchronization of
assessment data and educational content.

Online examination systems exhibit noteworthy strengths in the enforcement of security

protocols and anti-cheating measures. Through the incorporation of secure authentication,
encrypted data transmission, and proctoring tools, these systems bolster the integrity and
authenticity of assessments. The ability to monitor and mitigate potential cheating instances is a
pivotal strength that underscores the trustworthiness of online examinations.

Another significant strength lies in the immediate feedback mechanisms and the automation of
grading processes within these systems. By offering instant performance feedback to students
and educators, these systems promote an environment of continuous improvement and timely
insights into learning outcomes. Additionally, the auto-grading capabilities accelerate the
assessment process, enhancing overall operational efficiency.

Existing online examination systems demonstrate a notable commitment to accessibility, with

features designed to accommodate diverse learning needs and ensure an inclusive assessment
environment. Through support for assistive technologies, alternative formats, and accessible
interfaces, these systems extend assessment opportunities to a wider range of students, fostering
equality and inclusivity within educational assessments.

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The strengths of existing systems extend to their significant impact on education and learning
outcomes. By providing adaptive and inclusive assessment practices, empowering students to
engage at their convenience, and fostering a conducive digital learning environment, these
systems are instrumental in promoting enhanced student engagement, academic performance,
and digital literacy.

The strengths of existing online examination systems are multifaceted and essential in the
continual evolution of digital assessments. By offering efficiency, security, immediate feedback,
and accessibility, these systems serve as pivotal tools in promoting equitable education and
enhancing student learning outcomes. As technology advances and educational needs evolve,
recognizing and building upon these strengths ensures that these systems continue to exemplify
excellence in modern assessment practices.

2.1.4. Weakness of Existing System

The adoption of online examination systems has introduced transformative shifts in education,
providing efficiency, accessibility, and security in the assessment process. However, these
systems are not without their limitations. Understanding and addressing these weaknesses is
essential to improving the overall effectiveness and integrity of online examinations. This
document aims to thoroughly evaluate the weaknesses present within existing systems, ensuring
a comprehensive understanding of potential challenges and areas for growth within digital
assessment platforms.

One of the significant weaknesses in existing online examination systems relates to data security
vulnerabilities. This includes concerns such as data breaches, unauthorized access to assessment
content, and potential risks to student privacy. The need to fortify data encryption, access
controls, and overall data protection measures remains a critical challenge.

In practice, weaknesses pertaining to fairness and anti-cheating measures have been identified.
Current systems may exhibit susceptibility to remote proctoring challenges, difficulty in
preventing unauthorized access to outside resources, and limitations in addressing potential
sources of academic dishonesty. The ability to uphold equitable assessment conditions and
effectively prevent cheating remains a key area for improvement.

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Challenges involving technical reliability and accessibility have been noted within existing
systems. Issues such as intermittent connectivity problems, compatibility limitations across
devices, and access disparities for students across diverse technological environments present
barriers to an equitable assessment experience. These technical limitations require careful
attention to ensure seamless access for all users.

Weaknesses in regulatory compliance and documentation have also been identified. Current
systems may face difficulties in fully adhering to industry regulations, maintaining
comprehensive records for controlled substances, and ensuring strict adherence to data privacy
standards. Stricter compliance measures and comprehensive documentation practices are pivotal
to addressing these weaknesses.

Recognizing and addressing the weaknesses within existing online examination systems is
pivotal to the continual evolution and enhancement of digital assessment platforms. By
thoroughly evaluating areas of vulnerability, such as data security, fairness, technical reliability,
and regulatory compliance, there are opportunities to fortify these systems, ensuring they
exemplify the utmost reliability, integrity, and inclusivity within the educational landscape.

P a g e | 20
CHAPTER THREE
3. SYSTEM FEATURES

3.1. INTRODACTION

In the modern landscape of education, the adoption of online examination systems has redefined
the assessment process, offering a myriad of system features designed to enhance the efficiency,
security, and inclusive nature of assessments. These system features encompass a range of
capabilities geared towards enabling educators to create, administer, and assess examinations
while providing students with a seamless and reliable assessment experience.

The system comprises diverse components, each catering to a specific aspect of the examination
process. These components include user management, exam creation and management, online
assessment delivery, auto-grading and immediate feedback, content security, integration with
learning management systems, and accessibility options. Each component plays a crucial role in
facilitating a robust and reliable digital assessment environment.

Users, including students, educators, and administrators, engage with the system through a series
of user interactions and administrative tools. Educators utilize the system to author exams,
manage assessment content, and evaluate student performance. Students access the system to
participate in assessments, receive immediate feedback, and engage with educational content.

P a g e | 21
Administrators oversee system access, configurations, and regulatory compliance, ensuring a
cohesive and secure assessment experience.

The system integrates robust security and anti-cheating measures aimed at upholding the
integrity of assessments. These measures include encrypted data transmission, secure
authentication, remote proctoring capabilities, and sophisticated plagiarism detection tools. Such
features are fundamental in preserving the credibility and fairness of online examinations.

An inherent strength of the system lies in its commitment to accessibility and inclusivity. By
providing features for assistive technologies, alternative formats, and accessible interfaces, the
system ensures that all students, including those with diverse learning needs, have equal
opportunities to engage in assessments. This commitment to accessibility fosters an inclusive
learning environment and reinforces the equitable nature of assessments.

The introduction to system features provides an initial overview of the core components,
functionalities, and user interactions inherent within the online examination system. The
subsequent sections will delve deeper into these system features, offering detailed insights into
their impact, challenges, and potential areas for improvement.

3.2. Functional requirements

User Registration:

 Students, teachers, and administrators should be able to register for the system.
 The registral office should validate user information during registration.

User Profile Management:

 Users should be able to update and manage their profiles.

 The system should store and display user information.

Course and Exam Creation:

 Teachers should be able to create courses.

 Teachers should be able to create exams, including setting exam duration, types of
questions, and difficulty levels.

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Question Bank:

 The system should have a question bank for storing and managing questions.
 Teachers should be able to add, edit, and delete questions in the question bank.

Exam Scheduling:

 Administrators should be able to schedule exams.

 Students should be notified of upcoming exams.

Online Exam Taking:

 Students should be able to access exams online.

 The system should support various question types (multiple-choice, true/false, essay).

Automated Grading:

 The system should automatically grade objective-type questions.

 Teachers should be able to review and manually grade subjective-type questions.

Feedback and Review:

 Students should receive feedback on their performance.

 Teachers should be able to review and analyze exam results.

Security:

 The system should ensure the security and integrity of exam data.
 Prevent unauthorized access and cheating during exams.

Notifications:

 Send notifications to users for upcoming exams, results, and system updates.

Backup and Recovery:

 Implement regular data backup procedures.

 Provide a mechanism for data recovery in case of system failure.

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 3.3. Non-Functional requirements

Performance:

 Response Time: The system should respond to user actions within 2 seconds.
 Scalability: The system should support a concurrent user load of at least 1000 users.

Reliability:

 The system should have an uptime of 99.9%.

 Data integrity should be maintained, ensuring no loss or corruption of exam data.

Availability:

 The system should be available 24/7, except during scheduled maintenance periods.
 Scheduled maintenance should be communicated to users in advance.

Security:

 Data transmission should be encrypted using HTTPS.

 User authentication should be secure, implementing strong password policies.

Scalability:

 The system should be scalable to accommodate an increasing number of users.

 Performance should not degrade significantly as the user base expands.

Usability:

 The user interface should be intuitive and easy to navigate.

 The system should provide clear instructions for taking exams.
 Accessibility features should be implemented to ensure usability for users with
disabilities.

Compatibility:

 The system should be compatible with commonly used web browsers (Chrome, Firefox,
Safari, Edge).

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  Mobile responsiveness: The system should be accessible and usable on various devices,
including smartphones and tablets.

Maintainability:

 Code should be well-documented for future maintenance.

 Updates and patches should be easy to deploy without significant downtime.

Data Backup and Recovery:

 Regular backups of exam data should be performed.

 A disaster recovery plan should be in place to restore the system in case of data loss or
system failure.

3.4. System Analysis Models

3.4.1. Introduction

It includes the system use case diagrams, the use case descriptions (scenarios), sequence
diagrams, and activity diagrams. After identifying the actors and use cases, the use cases are
developed and textual descriptions (scenarios) are stated. The Sequence diagram depicted based
on the use cases which are developed for the proposed system.

3.4.2. Use Case Diagram

The use case diagrams are usually referred to as behavior diagram used to describe the
actions of all users in a system. All user describe in use case are actors and the
functionality as action of system.
There are 13 main use cases.

 UC-001 check course schedule

 UC-002 Take exam
 UC-003 View Results
 UC-004 send feedback
 UC-005 Crate exam
 UC-006 Generate Reports
 UC-007 view Student feedback
 UC-008 create account
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  UC-009 Verify Student Enrollment
 UC-010 Manage User Accounts
 UC-011 notification schedule exam
 UC-012 Manage Course Offerings
 UC-013 Logout
Actor
List of actors are: -

 Student: Take exam; manage user account, Book grade.

 Manager: Manage user account, Manage subject, and Manage question.

Figure 1 use case diagram of online examination system

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 Use case documentations
 Use case documentation “check course schedule”

Use Case ID UC001

Use Case Name Check Course Schedule
Actor Student
Check course schedule displaying enrolled courses with days, times, and
Description locations.
1. Student logged in,
Preconditions 2. Enrolled in one or more courses
Postconditions Student views their course schedule
1. Student selects "Check Course Schedule",
2. System retrieves and displays course schedule,
Main Flow 3. Student views courses with days, times, and locations.
- If the student has no enrolled courses, the system displays a message
Alternative Flows indicating no schedule is available.
Exceptional Flows - Issues retrieving course schedule result in an error message.
Special - User-friendly representation of the course schedule, - Clear message for
Requirements no enrolled courses.
Table 5 Use case documentation “check course schedule”
 Use case documentation Tack exam
Use Case ID UC002
Use Case Name Take Exam
Actor Student
Description Take an online exam for an enrolled course.
1. Student logged in, 2. Enrolled in a course with an available exam, 3.
Preconditions Exam is within the scheduled time
Postconditions Student completes the exam
Main Flow 1. Student selects "Take Exam",

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Use Case ID UC002
2. System verifies eligibility,
3. System presents exam questions,
4. Student answers questions,
5. Student submits exam.
- If the student is not eligible, the system displays a message indicating
ineligibility.
- If the student leaves the exam page without submitting, the system may
Alternative Flows prompt for confirmation or save progress.
- Technical issues during the exam result in progress-saving attempts and
an error message.
Exceptional Flows - Issues with submitting the exam result in an error message.
- Clear indication of eligibility status,
Special
- User-friendly interface for answering questions and submitting the exam,
Requirements
- Measures to handle technical issues and prevent data loss.
Table 6 Use case documentation Tack exam

Use Case ID UC003

Use Case Name View Results
Actors Student, Teacher
Description View results of an already taken or assessed exam.
1. User (student or teacher) logged in,
Preconditions 2. Has taken or assessed one or more exams
Postconditions User views results of the selected exam
1. User selects "View Results",
2. System retrieves and displays list of taken or assessed exams,
3. User chooses a specific exam,
Main Flow 4. System retrieves and displays detailed results.
- If the user (student or teacher) has not taken or assessed any exams, the
Alternative Flows system displays a message indicating no results are available.

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Use Case ID UC003
Exceptional Flows - Issues retrieving exam results result in an error message.
Special - Clear and detailed representation of exam results,
Requirements - Clear message for no taken or assessed exams.
 Use case documentation “View Results”

Table 7 Use case documentation “View Results”

 Use case documentation “Send Feedback”

Use Case ID UC004

Use Case Name Send Feedback
Actors Student
Allow users to send feedback regarding a specific aspect of the online
Description examination system.
1. User student logged in,
Preconditions 2. Interacted with a feature or encountered an issue requiring feedback
Postconditions User's feedback is submitted to the system
1. User selects "Send Feedback",
2. System provides feedback form,
3. User enters feedback details and submits form,
Main Flow 4. System records feedback.
Alternative Flows - User cancels the operation, system returns to the main menu.
Exceptional Flows - Issues recording feedback result in an error message.
- User-friendly feedback form,
Special - Optional attachments for enhanced feedback, - Security measures for
Requirements protecting sensitive information.
Table 8 Use case documentation “Send Feedback”
 Use case documentation “Crate exam”

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Use Case ID UC005
Use Case Name Create Exam
Actor Teacher
Description Allow teachers to create a new exam for a specific course.
1. Teacher logged in,
Preconditions 2. Assigned as the instructor for the course
Postconditions New exam created and added to the course
1. Teacher selects "Create Exam",
2. System prompts for exam details,
3. Teacher enters details and adds questions,
4. Teacher reviews and confirms creation,
Main Flow 5. System saves the new exam.
Alternative Flows - Teacher cancels the operation, system returns to the main menu.
Exceptional Flows - Issues saving the new exam result in an error message.
- User-friendly interface for creating exams,
Special - Validation for ensuring correct entry of exam details, - Options to add
Requirements various types of questions.
Table 9 Use case documentation “Crate exam”
 Use case documentation “Generate Reports”

Use Case ID UC006

Use Case Name Generate Reports
Actors Administrator, Teacher
Allow administrators and teachers to generate reports related to exams,
Description student performance, and other relevant data.
Preconditions User (administrator or teacher) logged in
Postconditions System generates and presents the requested reports
Main Flow 1. User selects "Generate Reports",
2. System provides a menu of report types,

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Use Case ID UC006
3. User selects a report type,
4. System prompts for parameters,
5. User submits parameters,
6. System generates and displays or exports the report.
Alternative Flows - User cancels the operation, system returns to the main menu.
Exceptional Flows - Issues generating the report result in an error message.
- Variety of report types,
Special - Customization options with parameters and filters,
Requirements - User-friendly presentation and export options for reports.
Table 10 Use case documentation “Generate Reports”
 Use case documentation “View Student Feedback”

Use Case ID UC007

Use Case Name View Student Feedback
Actors Teacher, Administrator
Allow teachers and administrators to view and analyze feedback submitted
Description by students regarding the online examination system.
Preconditions User (teacher or administrator) logged in
Postconditions User (teacher or administrator) reviews student feedback
1. User selects "View Student Feedback",
2. System retrieves and displays list of student feedback,
3. User selects specific feedback,
Main Flow 4. System displays details of selected feedback.
- If no student feedback is available, the system displays a message
Alternative Flows indicating no feedback has been submitted.
Exceptional Flows - Issues retrieving or displaying feedback result in an error message.
Special - Clear and organized presentation of student feedback,
Requirements - Support for viewing attached files or media in feedback details.
Table 11 Use case documentation “View Student Feedback”

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  Use case documentation “Create account”

Use Case ID UC008

Use Case Name Create Account

Actors Student, Teacher, Administrator, Department, Registrar Office

Involves the creation of user accounts for students, teachers, administrators,

department staff, and registrar office personnel in the online examination
Description system.

1. User not registered,

Preconditions 2. User intends to create a new account

Postconditions User account is successfully created

1. User selects "Create Account",

2. System prompts for necessary information,

3. User enters required information,

4. System validates entered information,

5. If valid, system creates the new account and logs in the user,

6. If issues or validation failures, system prompts user to correct

Main Flow information.

Alternative Flows - User logs in if they already have an account.

Exceptional Flows - Technical issues during account creation result in an error message.

Special - Secure handling of user account information,

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Use Case ID UC008

Requirements - Captcha or other anti-bot measures to prevent automated account creation.

Table 12 Use case documentation “Create account”

 Use case documentation “Verify Student Enrollment”

Use Case ID UC009

Use Case Name Verify Student Enrollment
Actor Registrar Office
Involves the verification of a student's enrollment status by the Registrar
Description Office in the online examination system.
Preconditions Registrar Office logged in
System provides information confirming or denying the student's
Postconditions enrollment status
1. Registrar Office selects "Verify Student Enrollment",
2. System prompts for student identification details,
3. Registrar Office enters required information,
4. System retrieves student's enrollment status,
Main Flow 5. System displays enrollment status and related information.
- If entered student identification details are incorrect or not found, system
notifies the Registrar Office and prompts them to re-enter correct
Alternative Flows information.
Exceptional Flows - Technical issues during verification process result in an error message.
Special - Access to student enrollment information should be restricted to
Requirements authorized users (Registrar Office).
Table 13 Use case documentation “Verify Student Enrollment”
 Use case documentation “Manage User Accounts”

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Use Case ID UC010
Use Case Name Manage User Accounts
Actor Administrator
Involves the management of user accounts by the administrator in the
Description online examination system.
Preconditions Administrator logged in
User accounts are successfully managed based on the administrator's
Postconditions actions
1. Administrator selects "Manage User Accounts",
2. System displays list of user accounts,
3. Administrator chooses a specific user account to manage,
4. System provides options for account management,
5. Administrator selects desired action and makes changes,
Main Flow 6. System updates user account based on administrator's actions.
- If no user accounts to manage, system notifies the administrator with an
Alternative Flows appropriate message.
Exceptional Flows - Technical issues during account management result in an error message.
Special - Secure and efficient interface for account management,
Requirements - Changes mad
Table 14 Use case documentation “Manage User Accounts”
 Use case documentation “notification schedule exam”

Use Case ID UC-011

Use Case Name Notify Scheduled Exam for Student
Actor Department
This use case allows the department to notify students about the scheduled
exams. It involves sending notifications, including details such as exam date,
Description time, venue, and any relevant instructions.
The department is logged into the system and has access to the exam
scheduling functionality. Exam schedules are set and available in the
Preconditions system.
Postconditions Students receive notifications about the scheduled exams.

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Use Case ID UC-011
1. Department selects the "Notify Scheduled Exam" option from the system
menu.
2. System displays a list of upcoming exams with relevant details.
3. Department selects specific exams or all exams to notify students.
4. Department provides additional instructions or messages to accompany
the notifications.
5. System sends notifications to the registered students for the selected
Main Flow exams.
-If there are no upcoming exams, the system notifies the department and
does not proceed with the notification process.
-If the department cancels the notification process, the system returns to the
main menu.
Alternate Flows
- If there are technical issues preventing the sending of notifications, the
Exception Flows system logs the error and provides feedback to the department.
Special
Requirements The system should have a reliable notification mechanism in place.
Assumptions Students' contact information is accurate and up-to-date in the system.
Dependent on the availability and accuracy of exam schedules and student
Dependencies information in the system.
Table 15 Use case documentation “notification schedule exam”
 Use case documentation “Manage Course Offerings”
Use Case ID UC-012
Use Case Name Manage Course Offerings
Actor Department
This use case enables the department to manage and update course offerings
within the system. It involves tasks such as adding new courses, modifying
Description existing course details, and removing courses that are no longer offered.
The department is logged into the system and has appropriate permissions to
Preconditions manage course offerings.
The course offerings in the system are updated according to the department's
Postconditions actions.
Main Flow 1. Department selects the "Manage Course Offerings" option from the
system menu.
2. System displays a list of existing courses with details.
3. Department selects the desired course management action (add, edit,
delete).

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Use Case ID UC-012
4. If adding a new course, department provides details for the new course
(e.g., course code, title, description, etc.).
5. If editing a course, department modifies the relevant details.
6. If deleting a course, department selects the course to be removed.
7. System updates the course offerings based on the department's actions.
- If the department cancels the course management process, the system
returns to the main menu.
Exception Flows
- If there are dependencies (e.g., ongoing classes) for a course marked for
deletion, the system provides a warning to the department and suggests
resolving dependencies before proceeding.
- If there are technical issues preventing the update of course offerings, the
Alternate Flows system logs the error and provides feedback to the department.
Special The system should validate course details to ensure accuracy and
Requirements consistency.
Assumptions The department has the authority to manage course offerings.
Dependencies Dependent on the availability and accuracy of course data in the system.
Table 16 Use case documentation “Manage Course Offerings”
 Use case documentation “Logout”
Field Description
Use Case ID UC-013
Name Logout
Description This use case describes the process of a user logging out of the system.
Primary Actor Student, Teacher, Administrator, Registrar Office, Department
Preconditions The user must be logged into the system.
Postconditions The user is successfully logged out of the system.
Main Flow 1. The user, regardless of role, clicks on the "Logout" option.
2. The system logs the user out.
3. The system redirects the user to the login page.
Alternate Flows None
Exceptions None
Priority High

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Field Description
Frequency Multiple times a day
Table 17 Use case documentation “Logout”
3.4.3. Sequence Diagram

The sequence diagram represents the flow of messages in the system and is also termed as

an event diagram. It helps in envisioning several dynamic scenarios.

Notations of a Sequence Diagram

Lifeline: An individual participant in the sequence diagram is represented by a lifeline. It

is positioned at the top of the diagram.
Actor: A role played by an entity that interacts with the subject is called as an actor. It
represents the role, which involves human users and external hardware or subjects.
Activation: It is represented by a thin rectangle on the lifeline. It describes that time

period in which an operation is performed by an element.

Messages: The messages depict the interaction between the objects and are represented by

arrows. They are in the sequential order on the lifeline.

Student login sequence diagram.

Activate Student

Student -> ExamSystem: Enter

Username and Password

Activate ExamSystem
ExamSystem -> UserDatabase:
Verify Credentials

Activate UserDatabase
UserDatabase --> ExamSystem:
Credentials Verified

alt Credentials Valid

ExamSystem --> Student: Login
Successful
else Credentials Invalid

P a g e | 37 FigureFigure 2 Student login

3. 2 Student loginsequence diagram.
sequence diagram.
 ExamSystem --> Student: Login Failed
end

Take exam sequence diagram.

Activate Student

Student -> ExamSystem:

Select Exam

Activate ExamSystem
ExamSystem ->
ExamDatabase: Retrieve
Exam Questions

Activate ExamDatabase

ExamDatabase -->
ExamSystem: Exam
Questions Retrieved

ExamSystem --> Student:

Display Exam Questions

loop for each question

Student ->
ExamSystem: Answer
Question
ExamSystem -->
Student: Confirmation
end loop

Student -> ExamSystem:

Submit Exam
ExamSystem ->
ExamDatabase: Save
Exam Answers

ExamDatabase -->
ExamSystem: Exam
Answers Saved

ExamSystem --> Student:

Exam Submitted
FigureFigure 3 Take exam
3. 3 Take exam sequence diagram
sequence diagram.

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 Exam Results sequence diagram.

Activate Student

Student -> ExamSystem: Request

Exam Results

Activate ExamSystem

ExamSystem ->
ExamResultsDatabase: Retrieve
Exam Results

Activate ExamResultsDatabase

ExamResultsDatabase -->
ExamSystem: Exam Results
Retrieved

ExamSystem --> Student: Display

Exam Results

Figure 4 Exam Results sequence diagram

Check Course Schedule

sequence diagram.

Activate Student

Student -> ExamSystem: Check

Course Schedule

Activate ExamSystem

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ExamSystem -> CourseScheduleDatabase: Retrieve Course Schedule

Activate CourseScheduleDatabase

CourseScheduleDatabase --> ExamSystem: Course Schedule Retrieved

ExamSystem --> Student: Display Course Schedule

Send Feedback sequence diagram.

Activate Student

Student -> ExamSystem: Send Feedback

Activate ExamSystem
ExamSystem -> FeedbackDatabase: Save
Feedback

Activate FeedbackDatabase

FeedbackDatabase --> ExamSystem:

Feedback Saved

ExamSystem --> Student: Confirmation

Message
FigureFigure
3. 6 6Send
Send Feedback
feedback sequence diagram
sequence diagram

Crate exam sequence diagram.

actor Teacher
participant ExamModule
database QuestionBank

Teacher -> ExamModule: createExam()

activate ExamModule

ExamModule->QuestionBank:
retrieveQuestions()

activate QuestionBank

QuestionBank --> ExamModule: List of

Questions
deactivate QuestionBank
ExamModule -> ExamModule:
generateExam()
ExamModule --> Teacher: Exam Created
Figure 7 Crate exam sequence diagram
deactivate ExamModule

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 Generate Reports sequence diagram.
actor Administrator
participant ReportModule
database ExamResults

Administrator -> ReportModule:

generateReports()
activate ReportModule
ReportModule -> ExamResults:
retrieveExamResults()
activate ExamResults
ExamResults --> ReportModule:
Exam Results Data
deactivate ExamResults
ReportModule -> ReportModule:
generateSummaryReport()
ReportModule --> Administrator:
Summary Report Generated
deactivate ReportModule

Figure 8 Generate Reports sequence diagram

view Student feedback sequence diagram.

actor Student
participant FeedbackModule
database StudentFeedbackData

Student -> FeedbackModule: viewFeedback()

activate FeedbackModule
FeedbackModule -> StudentFeedbackData:
retrieveFeedbackData()
activate StudentFeedbackData
StudentFeedbackData --> FeedbackModule:
Feedback Data
deactivate StudentFeedbackData
FeedbackModule --> Student: Display
Feedback
deactivate FeedbackModule

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Figure 9 view Student feedback sequence diagram
 create account sequence diagram.
actor User
participant RegistrationModule
database UserData

User -> RegistrationModule:

initiateRegistration()
activate RegistrationModule
RegistrationModule -> UserData:
checkExistingUser()
activate UserData
UserData --> RegistrationModule: User
Availability
deactivate UserData

RegistrationModule -> UserData:

createUserAccount()
activate UserData
UserData --> RegistrationModule: User
Account Created
deactivate UserData

RegistrationModule --> User: Account

Creation Successful
deactivate RegistrationModule
Figure 10 create account sequence diagram.

Verify Student Enrollment

sequence diagram.
actor RegistrarOffice
participant EnrollmentModule
database StudentData

RegistrarOffice -> EnrollmentModule:

initiateVerification(studentID)
activate EnrollmentModule
EnrollmentModule -> StudentData:
retrieveStudentInfo(studentID)
activate StudentData
StudentData --> EnrollmentModule:
Student Information

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deactivate StudentData

EnrollmentModule -> EnrollmentModule: verifyStudentEnrollment()

note over EnrollmentModule: Verification process\n(checking enrollment status, etc.)

EnrollmentModule --> RegistrarOffice: Verification Result

deactivate EnrollmentModule

Figure 11 Verify Student Enrollment sequence diagram.

Manage User Accounts
sequence diagram.
actor Administrator
participant AdminModule
database UserData

Administrator -> AdminModule:

initiateUserManagement(username)
activate AdminModule
AdminModule -> UserData:
retrieveUserInfo(username)
activate UserData
UserData --> AdminModule: User
Information
deactivate UserData

AdminModule -> AdminModule:

manageUserAccounts()
note over AdminModule: User
account management\n(create,
update, delete users, etc.)

AdminModule --> Administrator:

User Account Management Result
deactivate AdminModule

Figure 12 Manage User Accounts sequence diagram.

actor Administrator

notification schedule exam sequence diagram.

actor Department
participant System
database ExamData

Department -> System:

initiateExamNotification(courseID)
activate System
System -> ExamData:
retrieveExamSchedule(courseID)
activate ExamData
ExamData --> System: Exam
Schedule
deactivate ExamData

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System --> Department: Notification
deactivate System

Manage Course Offerings sequence diagram.

actor Administrator
participant System
database CourseData

Administrator -> System:

manageCourseOfferings(courseID,
action)
activate System
System -> CourseData:
retrieveCourseDetails(courseID)
activate CourseData
CourseData --> System: Course
Details
deactivate CourseData

System -> System: Process course

offering details based on action
System --> Administrator:
Confirmation
deactivate System
Figure 14 Manage Course Offerings sequence diagram.

Logout Offerings sequence diagram.

actor User
participant System

User -> System: logout()

activate System
System -> System: Perform logout
actions
deactivate System
System --> User: Logout successful

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 sequence diagram.

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sequence diagram.

Figure 16 sequence diagram.

3.4.4. Activity Diagram

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Activity diagram are typically used for business process modeling, for modeling the logic
captured by a single use case or usage scenario, or for modeling the detailed logic of a business
rule. they're used to describe business activities and software systems' functionality. You'll use a
set of specialized symbols—including those for starting, ending, merging, or receiving steps in
the flow—to build an activity diagram.

Stakeholders/Clients have many issues to manage, so it's important to communicate with clarity
and brevity. Activity diagrams help people on the business and development sides of an
organization come together.

check course schedule activity diagram

Figure 17 check course schedule activity diagram

Take exam activity diagram

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 Figure 18 Take exam activity diagram

View Results activity diagram.

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 Figure 19 View Results activity diagram

send feedback activity diagram.

Figure 20 send feedback activity diagram

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 Crate exam activity diagram.

Figure 21 Crate exam activity diagram

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 Generate Reports activity diagram.

Figure 22 Generate Reports activity diagram

view Student feedback activity diagram.

Figure 23 view Student feedback activity diagram

create account activity diagram.

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 Figure 24 create account activity diagram

Verify Student Enrollment activity diagram.

Figure 25 Verify Student Enrollment activity diagram

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 Manage User Accounts activity diagram.

Figure 26 Manage User Accounts activity diagram

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 notification schedule exam activity diagram.

Figure 27 notification schedule exam activity diagram

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 Manage Course Offerings activity diagram.

Figure 28 Manage Course Offerings activity diagram.

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 Logout activity diagram.

Figure 29 Logout activity diagram

3.4.3. Analysis Level Class diagram

A class diagram in the Unified Modeling Language (UML) is a type of static structure

diagram that describes the structure of a system by showing the system's classes, their

attributes, operations (or methods), and the relationships among objects.

The standard class diagram is composed of three sections:

Upper section: Contains the name of the class. This section is always required,

whether you are talking about the classifier or an object.

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Middle section: Contains the attributes of the class. Use this section to describe

the qualities of the class. This is only required when describing a specific instance

of a class.

Bottom section: Includes class operations. Displayed in list format, each operation

takes up its own line. The operations describe how a class interacts with data.

 The notation "1" represents a one-to-one relationship.

 The notation "0..*" represents a one-to-many relationship (zero or more).

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 class diagram

Figure 30 Analysis Level Class diagram

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 3.4.5. User Interface Design

Create user account

Figure 31 Create user account

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 Login interface

Figure 32 Login interface

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Home page of Admin

Figure 33 Home page of Admin

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 3.4.6. User Interface Prototyping

Figure 34 User Interface Prototyping

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CHAPTER FOUR
4. SYSTEM DESIGN
4.1. Introduction

This chapter will introduce for students about the proposed system design specification. It
describes the system at the architectural level, including subsystems and their services, hardware
mapping, data management, access control, global software control structure, and boundary
conditions. The system design specification documents the high-level system design and the low-
level detailed design specifications.

4.2. Purpose of the System Design Document (SDD)

The SDD tracks the necessary information required to effectively define the proposed system
architecture and it should give guidance on the architecture of the system to be developed.

Scope

Here you have to describe your design scope which is actually done in the requirement
engineering. Just in case if you minimize the scope you have to reason out.

4.3. Design Goal

Design goals describe the qualities of the system that the developers should consider. These
goals can be inferred (the act or process of deriving logical conclusions from premises known or
assumed to be true) from the nonfunctional requirements.

It includes the following goal: -

Performance: The system should respond fast with high throughput, i.e., it should perform
placement processing in a time less than 2 minutes and when users retrieve placement
information online it should respond at least before the session expires.

Dependability: The system should be robust (strong) i.e. it should be able to survive invalid user
inputs, fault tolerant, reliable and available. Since the system stores sensitive data, high emphasis
is given to security to withstand malicious attacks. The system shouldn’t allow non-authorized
users to access students’ personal data or modify.

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Maintenance: - The system should be easily extensible to modify, add new functionality,
portable to different platforms. The code for the system should be easily readable,
understandable and should be easily mapped to specific requirements.

End User Criteria: - The system should have simple and understandable graphical user interface
such as forms and buttons which have descriptive names. It should give reliable response for
each user request at least before the session expires.

4.4. Architectural Design

Architectural design is the process of defining a structured solution that meets all of the technical
and operational requirements, while optimizing common quality attributes such as performance,
security, and manageability. It involves a series of decisions based on a wide range of factors,
and each of these decisions can have considerable impact on the quality, performance,
maintainability, and overall success of your system.

Software architecture encompasses the set of significant decisions about the organization of a
software system including the selection of the structural elements and their interfaces by which
the system is composed; behavior as specified in collaboration among those elements;
composition of System Design is the process of defining the architecture, modules, interfaces,
and data for a system to satisfy specified requirements.

The system design specification should define a virtual machine that implements all
requirements in the analysis, and it should provide a foundational guide for further
implementation details all the way to an executable solution.

these structural and behavioral elements into larger subsystems; and an architectural style that
guides this organization. Software architecture also involves functionality, usability, resilience,
performance, reuse, comprehensibility, economic and technology constraints, tradeoffs and
aesthetic concerns.

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 4.4.1. Logical View of the Architecture

Here you have to describe the most important classes, their organization in service packages and
subsystems, and the organization of these subsystems into layers. Also describes the most
important use-case realizations, for example, the dynamic aspects of the architecture. Design
level class diagrams have to be included also to illustrate the relationships between
architecturally significant classes, subsystems, packages and layers.

Figure 35 Logical View of the Architecture

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Presentation Layer:

Responsibility: This layer is responsible for the user interface and user interaction. It
encompasses the components that users directly interact with.

Components:

Web Pages: The visual representation of the application in a web browser.

User Interface Framework: The underlying framework (e.g., React, Angular) that facilitates
the development of the user interface.

Application Layer:

Responsibility: The application layer implements the core application logic and business rules. It
interprets user input, processes requests, and coordinates the execution of business rules.

Components:

Controllers: Handle user input, orchestrate business logic, and interact with the application
services.

Application Services: Implement specific business rules and functionalities.

View Models: Data structures used by the presentation layer to represent information.

Business Services Layer:

Responsibility: This layer contains business services that encapsulate specific business
functionalities. It abstracts complex business operations and provides a higher-level interface for
the application layer.

Components:

Course Management Service: Handles tasks related to course management, enrollment, and
teacher assignment.

Exam Service: Manages the creation, scheduling, and delivery of exams.

User Service: Manages user-related functionalities.

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Notification Service: Sends notifications about events, deadlines, and announcements.

Middleware Layer:z

Responsibility: The middleware layer acts as a bridge between different parts of the system,
handling communication and integration. It often includes services that provide cross-cutting
concerns like authentication, logging, and messaging.

Components:

Authentication Service: Manages user authentication and authorization.

Notification Service: Handles the sending of notifications to users.

Integration Adapters: Facilitate integration with external services or systems.

Infrastructure Layer:

Responsibility: The infrastructure layer manages the technical infrastructure and external
dependencies of the system. It interacts with databases, external APIs, and services.

Components:

DBMS (Database Management System): Stores and retrieves data from the database.

External APIs and Services: Interfaces with external systems and third-party services.

File Storage: Manages file storage, if applicable.

Logging and Monitoring: Implements logging and monitoring mechanisms for tracking system
behavior.

Base Reuse

The Base Reuse package includes classes to support list functions and patterns.

These layers work together to provide a modular, scalable, and maintainable architecture for the
online examination system. Each layer has a distinct set of responsibilities, promoting separation
of concerns and ease of development, maintenance, and scalability.

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 4.4.2. Process View

The Process View of the online examination system involves an in-depth exploration of the
dynamic aspects governing the system's functionality during runtime. Various crucial processes
contribute to the seamless operation of the system, beginning with the user registration process.
This process delineates the steps through which students, teachers, and administrators register for
the system, encompassing validation and verification measures to ensure accuracy and security.

Another significant process is the creation of exams, where teachers and administrators interact
with the system to define and set up exam parameters. This includes specifying details such as
question formats, time limits, and any other relevant parameters. The process of taking an exam
is also critical, involving the initiation and completion of exams by students. The interaction
between students, the exam module, and the underlying database is essential in ensuring a
smooth examination experience.

Results generation constitutes another vital process, outlining the steps involved in calculating
and processing exam results. The system must efficiently manage data to provide accurate and
timely feedback to students. Additionally, the user authentication and authorization process is
fundamental to the system's security, detailing how the system verifies user identities and grants
appropriate access levels based on roles.

If a feedback system is implemented, the process of feedback submission becomes integral. This
involves outlining how users can submit feedback and the subsequent procedures for processing
and storing this valuable input. Through comprehensive descriptions and possibly visual aids like
flowcharts, the Process View provides a dynamic understanding of the online examination
system's functionality during its operational phase.

4.4.3. Deployment View

The software going to be developed is allowed by UML model. UML deployment diagram show
physical view of system, taking software into real world by showing how software gets assigned
to hardware and how communicates.
Deployment diagrams show the configuration of run-time processing elements and the software
components, processes, and objects that live on them. Software component instances represent
run-time manifestations of code unit.

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The purpose of deployment diagrams can be described as:
 Visualize hardware topology of a system.
 Describe the hardware components used to deploy software components.
 Describe runtime processing node
We use deployment diagrams to visualize the topology of the physical components of a
system where the software components are deployed. The following deployment diagram
four components like web browser, database server, application server and web server.

Web Browser:

Consider your web browser as a magical book that can open any story (web page) on the
internet. You tell the browser where you want to go, and it transports you to that place. It
understands different languages (HTML, CSS, JavaScript) and makes the online experience
enjoyable.

Web Server:

Imagine a waiter at a restaurant. When you, as a customer (web browser), ask for a menu (web
page), the waiter (web server) takes your request to the kitchen (application server). The kitchen
prepares the dish (web content), and the waiter brings it back to your table. The waiter manages
the flow of requests and deliveries.

Application Server:

What it's like: Think of an application server as the chef in the kitchen. When the waiter (web
server) brings an order (request for a web application), the chef (application server) follows a
recipe (business logic) to prepare the dish (application functionality). The chef takes care of
cooking and making sure everything is just right.

Database Server:

What it's like: Picture a library where information is stored in organized sections. The librarian
(database server) manages the books (data) and helps you find what you're looking for. When
you need a specific piece of information (query), the librarian retrieves it from the shelves
(database) and hands it to you.

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These components work together like a team to make sure your online experience is smooth and
enjoyable. The waiter takes your order, the chef prepares the dish, the librarian finds the
information, and your magical book (web browser) brings it all to you!

Figure 36 Deployment View

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 Figure 37 Deployment View

4.5. Database Design

A well-designed database gives users access to essential information. By the following database
design principles, you can design a database that performs well and adapts to future needs.

The database design process

A well-structured database

▪ Gather and analyze the system requirements to identify data entities, relationships, and
constraints

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 ▪ Determine the main entities (objects) in the system and define the relationships between
them.

▪ Develop an ERD to visually represent the entities, attributes, and relationships. Use
notation like entities, attributes, relationships, and cardinality.

▪ Apply normalization techniques to eliminate data redundancy and improve data integrity.

▪ Identify functional dependencies and normalize tables to at least 3NF (Third

▪ Determine primary keys for each table.

▪ Establish foreign key relationships between tables to maintain referential integrity.

▪ Review the data model with stakeholders to ensure it accurately represents business
requirements.

▪ Implement tables based on the normalized design.

▪ Define appropriate data types for each attribute.

Designing an efficient, useful database is very crucial in software development. To achieve that
you have include the following phases:

Requirement analysis, or identifying the purpose of your database

Understanding the purpose of your database will inform your choices throughout the design
process. Make sure you consider the database from every perspective. For instance, if you were
making a database for a student course registration system, you’d want to consider the ways in
which both students and instructors would need to access the data.

Here are some ways to gather information before creating the database:

 Interview the people who will use it

 Analyze the business forms, such as student registration form

 Explore any existing data systems (including physical and digital files)

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Organizing data into tables

The next step is to lay out a visual representation of your database. Within a database, related
data are grouped into tables, each of which consists of rows (also called tuples) and columns,
like a spreadsheet. To convert your lists of data into tables, start by creating a table for each type
of entity, such as students, courses, teacher, and Registrar office, Department, Admin, Exam
paper, question, exam, results and registration. Each row of a table is called a record. Records
include data about something or someone, such as a particular student. By contrast, columns
(also known as fields or attributes) contain a single type of information that appears in each
record, such as the addresses of all the teachers listed in the table.

4.5.1. ER Diagram

An Entity-Relationship (ER) Diagram for an online examination system provides a

comprehensive visual representation of the key entities and their relationships within the system.
At its core, the diagram captures the essential components such as students, teachers, courses,
exams, and questions, each depicted as distinct entities with associated attributes. For instance,
the Student entity encompasses details like StudentID, FirstName, LastName, and Email, while
the Teacher entity includes TeacherID, FirstName, LastName, and Email. The Course entity
represents academic subjects with attributes like CourseID and CourseName. Exams are depicted
with attributes such as ExamID, ExamTitle, and Date, and Questions have attributes like
QuestionID, QuestionText, Options, and CorrectAnswer.

The relationships among these entities are illustrated through connecting lines, showcasing how
they interconnect and depend on one another. For instance, students are associated with courses,
exams are linked to specific courses, and questions are part of particular exams. Teachers are
shown in relation to the courses they instruct. In essence, the ER diagram serves as a visual guide
to understand the structure and connections within the database of the online examination
system, aiding in the efficient organization and retrieval of information.

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 Figure 38 ER Diagram

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 4.5.2. Relational Mapping & Database Normalization
4.5.2.1. Relational Mapping

Student Table:
Field StudentID (PK) FirstName LastName Email DepartmentID (FK)
Teacher Table:
Field TeacherID (PK) FirstName LastName Email DepartmentID (FK)
Course Table:
Field CourseID (PK) CourseName
Exam Table:
Field ExamID (PK) CourseID (FK) StartTime EndTime TeacherID (FK)
Question Table:
Field QuestionID (PK) Text ExamID (FK)
Admin Table:
Field AdminID (PK) FirstName LastName Email
Registral Office Table:
Field RegistralOfficeID (PK) OfficeName ContactNumber Email
Department Table:
Field DepartmentID (PK) DepartmentName HeadOfDepartment
Result Table:
Field ResultID (PK) StudentID (FK) ExamID (FK) Marks
Exam Paper Table:
Field ExamPaperID (PK) QuestionID (FK) Marks

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 4.5.2.2. Database Normalization

Database Normalization is a technique of organizing the data in the database. Normalization is a

systematic approach of decomposing tables to eliminate data redundancy. It is a multi-step
process that puts data into tabular form by removing duplicated data from the relation tables.
Normalization is used for mainly two purposes: -
1. Eliminating redundant (useless) data.
2. Ensuring data dependencies make sense i.e. data is logically stored. It can be first normal
form, second normal form, third normal form or other high level normalization forms. But for
best convenience, we have done up to third normal.
1. First Normal Form
If a relation contain composite or multi- valued attribute, it violates first normal form or a
relation is in first normal form if it does not contain any composite or multi-valued attribute. A
relation is in first normal form if every attribute in that relation is singled valued attribute.
2. Second Normal Form
To be in second normal form, a relation must be in first normal form and relation must not
contain any partial dependency.
A relation is in 2NF if it has No Partial Dependency, i.e., no non-prime attribute (attributes
which are not part of any candidate key) is dependent on any proper subset of any candidate key
of the table.
Partial Dependency – If the proper subset of candidate key determines non-prime attribute, it is
called partial dependency.

3. Third Normal Form

A relation is in third normal form, if there is no transitive dependency for non-prime attributes as
well as it is in second normal form.

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The web-based online examination system will have the following tables along with their
attributes.
Student table

Studant_ID F_Name L_Name department Course Course name Teacher Teacher_n

code _id ame

S001 Helen Bereh Cs CS101, Database, T001, Samuel,

CS102, operating T002, Helen,
CS103 system, T003 Alex
OOP

S020 Nati Henok Accounti ACC_FIN4 Forensic T018, Beki,

ng 01, Accounting T020, marita,
ACC_FIN , Financial T022 John

411, Accounting

ACC_FIN , Cost
Accounting
432

Table 18 Un-normalized table

First Normal Form (1NF)

Studant_ID F_Name L_Name Course Course Teacher Teacher_na

code name _id me

S001 Helen Bereh CS101, Database T001 Samuel

S001 Helen Bereh CS102, operating T002 Helen

system

S001 Helen Bereh CS103 OOP T003 Alex

S020 Nati Henok ACC401 Forensic T018 Beki

Accounti

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 ng

S020 Nati Henok ACC411 Financial T020 marita

Accounti
ng

S020 Nati Henok ACC432 Cost T022 John

Accounti
ng

Table 19 First Normal Form (1NF)

Second Normal Form (2NF)

Stud_table

Studa F_Nam L_Na

nt_ID e me

S001 Helen Bereh

S001 Helen Bereh

S001 Helen Bereh

S020 Nati Henok

S020 Nati Henok

S020 Nati Henok

Table 20 Stud
Teach Teacher Course code Course name table
er_id _name

T001 Samuel CS101, Database

T002, Helen CS102, operating system

T003 Alex CS103 OOP

T018, Beki, ACC 401 Forensic

Accounting
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Accounting
T022 John ACC432 Cost Accounting
 Teach_table

Table 21 Teach table

Third Normal Form (3NF)

Stud_table

Studant_ID F_Name L_Name

S001 Helen Bereh

S001 Helen Bereh

S001 Helen Bereh

S020 Nati Henok

S020 Nati Henok

S020 Nati Henok

Table 22 Stud_table

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 Teache_table

Teacher_id Teacher_name

T001 Samuel

T002, Helen

T003 Alex

T018, Beki,

T020 marita

T022 John

Table 23 Teache_table

Course_cona table

Course code Course name

CS101, Database
CS102, operating system
CS103 OOP
ACC 401 Forensic Accounting
ACC411 Financial Accounting
ACC432 Cost Accounting

Table 24 Course_cona table

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CHAPTER FIVE
5. CONCLUSION AND RECOMMENDATION
5.1. Conclusion

As we wrap up our exploration into the realm of online examination systems, it's clear that the
landscape of education is evolving, and technology is at the forefront of this transformation. In
our journey through this research, we've uncovered the inner workings of online exams, from the
challenges they pose to the promising solutions they bring. It's not just about digitalizing tests;
it's about reimagining how we assess knowledge and skills in a rapidly changing world.

We've seen the potential of our proposed system, envisioning a future where education becomes
more accessible, assessments more dynamic, and the overall learning experience more engaging.
Yet, it's important to recognize that no system is perfect. There are hurdles to overcome, lessons
to learn, and possibilities to explore. Our hope is that this work sparks further discussions,
inspires innovations, and serves as a guide for educators and technologists alike. Together, we
can continue shaping the future of education, making it more inclusive, adaptable, and
ultimately, enriching for learners around the globe.

So, as we conclude this chapter, let's not see it as an end but rather as a new beginning—a
launchpad for the next wave of advancements in the ever-evolving landscape of education.

5.2. Recommendation

References

1. Albrecht, N., & Albrecht, C. (2004). Fraud Examination. Cengage Learning.

2. Dennis, A., Wixom, B. H., & Tegarden, D. (2015). Systems Analysis and Design: An
Object-Oriented Approach with UML. Wiley.

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 3. Hoffer, J. A., Prescott, M. B., & McFadden, F. R. (2007). Modern Database
Management. Pearson.

4. Kendall, K. E., & Kendall, J. E. (2019). Systems Analysis and Design: An Applied
Approach. Cengage Learning.

5. Laudon, K. C., & Laudon, J. P. (2016). Management Information Systems: Managing the
Digital Firm. Pearson.

6. O'Brien, J. A., & Marakas, G. M. (2018). Management Information Systems. McGraw-

Hill Education.

7. Pressman, R. S. (2014). Software Engineering: A Practitioner's Approach. McGraw-Hill

Education.

8. Sommerville, I. (2011). Software Engineering (9th ed.). Addison-Wesley.

9. SRS for Online Examination System. (2017). Retrieved from [Source Link]

10. UML Distilled: A Brief Guide to the Standard Object Modeling Language (3rd ed.).
(2003). Addison-Wesley.

Appendix

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