Online Exam Proctoring System

Abstract

Plagiarism has been more common in recent years, which is a cause for concern. In a course taught utilizing Personalized Instruction methods, the impacts of using advanced undergraduate students (external), currently enrolled students (internal), constant, variable, and no proctor systems were compared. The results showed that there were no variations in student examination performance independent of proctor system, using both between and within group designs. Student performance and progress were also substantially connected with ability in the no-proctor scenario; however, ability level was not a significant factor in determining student performance and advancement when any type of proctor system was used. Students favored the proctor system to which they were exposed, though those who were exposed to more than one system preferred either an internal or an external proctor. The use in behavioral instruction research, the use of intra-group and multiple baseline designs is examined. Internal proctoring is explored in terms of teacher and student benefits.