Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment: Perceptions of Proctored Examinations

Abstract

The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.

Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts?

“…This section compiles discussion and research on the opportunities and risks surrounding online examinations and e-proctoring, and the ability to administer credible examinations (Ironsi, 2021) In other scenarios, online assessment and proctoring technologies have allowed learning to proceed undisrupted during prolonged school closures (Ironsi, 2021;Ferri et al, 2020;Luna-Bazaldua et al, 2020;Liberman et al, 2020). The flexibility that these technologies provide to educational institutions creates an option for learning and assessment to continue even when face-to-face learning cannot, and means that exams can be administered at any time and in any place (SURF, 2020).…”

“…Online examinations pose challenges of their own in terms of equity and the inclusion of all learners. The feasibility of online examinations depends on the availability of electronic devices and access to the internet for the test-takers (as well as the invigilators in the case of e-proctoring; Ironsi, 2021). Online examinations, then, will not be accessible to all learners given the existing inequities in access to technology.…”

“…In addition, authorities need to consider the costs of e-proctoring tools, which are often too high for most educational institutions to afford (Ironsi, 2021). Other costs include those required to transform and develop content that is suitable for online delivery, and the cost of hiring and training personnel (such as remote proctors) (Luna-Bazaldua et al, 2020).…”

“…One of the main strategies to address these challenges is the use of e-proctoring software (Ironsi, 2021). E-proctoring software uses tools such as accessing the test takers' microphones and webcams during the examination, facial recognition software, screen sharing (which allows the proctor to view the test taker's screen), lock-down browsers (special browsers to prevent test takers' access to other browsers or applications during the examination), AI software to detect cheating, and even keystroke dynamics (which, by analysing how test takers type their answers, can be used to issue a warning if someone is suspected of impersonating a test taker) (Ironsi, 2021;SURF, 2020).…”

“…An examination of the literature on the topic found that 80% of the e-proctored online examinations being surveyed showed evidence of malpractice (Ironsi, 2021). Further, the ability of artificial intelligence software to detect and identify cheating is questionable (Ironsi, 2021).…”