A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education

Fawns, Tim; Schaepkens, Sven P. C.

doi:10.1080/10401334.2022.2048832

Cited by 20 publications

(10 citation statements)

References 55 publications

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“…Smith (2021) highlighted the importance of creating a supervised environment for online exams, where students' smartphones and devices are directly used to fully capture their workspace while taking the test. Notably, Fawns and Schaepkens (2022) argued that is necessary to improve trust in proctored online exams.…”

Section: Resultsmentioning

confidence: 99%

Digital proctoring in higher education: a systematic literature review

Han

Nikou

Ayele

2023

IJEM

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PurposeTo improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.Design/methodology/approachA systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.FindingsSeven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.Research limitations/implicationsThis paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.Originality/valueThis review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

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Section: Resultsmentioning

confidence: 99%

Digital proctoring in higher education: a systematic literature review

Han

Nikou

Ayele

2023

IJEM

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“…There is also a need to expose teachers to the unfair means that students might adopt and the modifications/strategies that teachers must adopt to conduct fair and transparent assessments. [ 9 10 ] Finally, similar to paper-based assessments, even online assessments should be planned in alignment with the learning objectives to ensure that students benefit and assessments serve their purpose.…”

Section: Training Of Teachersmentioning

confidence: 99%

Capacity building of teachers to conduct fair online assessments

Shrivastava,

Shrivastava

2024

Indian Journal of Anaesthesia

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“…To accomplish the process, teachers' pedagogical decisions regarding the assessment process must reflect the challenges that professionals of this discipline face in work. For example, decisions about the conditions in which the assessment is taken (i.e., individual or group, access to reading and information, time available), 5,23 about the assessment formats (i.e., online or in the classroom, open or closed construction answer, OSPE, OSCE, development of disciplinary knowledge or deployment of professional performance), 8,13,21,[23][24][25] and about the kind of problem to which students will apply knowledge (i.e., derived from employers, former students or students' experience in professional placements). 5,6,17,23 Besides, professional problems derived from contemporary workplace assist courses in keeping their assessment problems up to date with the demands of the working world for that profession, as we have witnessed during COVID-19 pandemics.…”

Section: How To Make An Assessment 'Authentic'mentioning

confidence: 99%

“…5,6,17,23 Besides, professional problems derived from contemporary workplace assist courses in keeping their assessment problems up to date with the demands of the working world for that profession, as we have witnessed during COVID-19 pandemics. 7,19,[23][24][25][26] There are also propositions that virtual role-playing and multiplayer games provide authentic, engaging activities for students to develop problem-solving, decision-making, and collaboration skills without the barriers and risks of the real world, especially in online learning while medical education has a shift from face-to-face to an online format. [26][27][28] Educators also contends that authentic assessments must be judged by the same kinds of criteria (standards) which are used to judge adult performance on similar tasks.…”

Section: How To Make An Assessment 'Authentic'mentioning

confidence: 99%

‘Authentic’ Assessment of Clinical Competence: Where We Are and Where We Want to Go in Future

Nurunnabi,

Rahim,

Alo

et al. 2023

Mugda Med. Coll. J.

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The assessment of clinical competence is one of the most difficult tasks facing medical education. Teaching and assessment need to be meaningful for the students and their relevance in real life context and challenges should be apparent. Ideally, assessment tasks should require students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in their future professional life. However, for the medical teachers of our country the term “authentic assessment” is very new, as most of them are very stick to traditional assessment while running a course or training students in different medical colleges. Clinical competence is an extremely complex construct and one that requires multiple, mixed, and higher order methods of assessment. As we have experienced a recent pandemic situation, it seems that plenty of questions remain in relation to clinical competence assessment in medical colleges for now and near future. In authentic assessment, students will go beyond the textual reproduction of fragmented and low order content and move towards understanding, establishing relationships between new ideas and previous knowledge, linking theoretical concepts with everyday experience, deriving conclusions from the analysis of data, allowing them to examine both the logic of the arguments present in the theory, as well as its practical scope. That is why we are moving away from traditional, limited test formats to new, more complex, yet innovative, mixed methods of ‘authentic’ assessment – from faculty observation ratings and paper-and-pencil examinations to online MCQ tests, SBA questions, experimentation with advanced OSPE and OSCE, and project-based assessment supplemented with clinical reasoning. These moves are expected to bring not only several challenges but also great educational rewards for the measurement and advancement of clinical competence among students. We would like to continue to work on those progressions. Mugda Med Coll J. 2023; 6(1): 37-43

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A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education

Cited by 20 publications

References 55 publications

Digital proctoring in higher education: a systematic literature review

Digital proctoring in higher education: a systematic literature review

Capacity building of teachers to conduct fair online assessments

‘Authentic’ Assessment of Clinical Competence: Where We Are and Where We Want to Go in Future

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