Students' Perspective Towards Online Proctoring in Exams During Covid-19

Mutawa, A. M.; Sruthi, Sai

doi:10.36909/jer.14749

Cited by 10 publications

(20 citation statements)

References 21 publications

(22 reference statements)

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“…While the tool does not, in fact, gather personal data from the students' computers, lacking previous experience with this mechanism the TAU students were adamantly opposed to the application of this technology, which suggests that the perception and absence of familiarity are critical obstacles that may hinder the future adoption of various proctoring technologies. These attitudes by the students are not peculiar to TAU (Almutawa, 2021). Second, the requirement that the students download and install the extension prior to the examination created the risk of potential inadvertent damage to their personal computers.…”

Section: Choosing the Scheme For Remote Assessmentmentioning

confidence: 99%

“…Outcomes of studies suggest that an important factor in the success of online assessment is the students' perceptions thereof, because these perceptions ultimately influence their academic achievements, and can be especially important in the on‐line context when introducing new technologies (Almutawa, 2021; Kharbat & Abu Daabes, 2021; Milone et al, 2017). Therefore, considerable research efforts have been devoted to investigating students' perspectives of the remotely proctored assessment process, in order to gather valuable insights into their experiences and expectations, which have important theoretical as well as practical implications (Ali & Dmour, 2021).…”

Section: Remote Proctoringmentioning

confidence: 99%

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Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University

Patael

Shamir

Soffer

et al. 2022

Computer Assisted Learning

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Background:The global COVID-19 pandemic turned the adoption of on-line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)-the largest university in Israel-designed and implemented a scalable procedure for administering proctored remote examinations. This procedure is applicable to different kinds of examinations in diverse disciplines and to disparate degree levels.Objectives: This study aims to deepen the knowledge with respect to the design and adoption of remote proctoring at an institutional level Methods: First, based on lessons learned from the first semester of COVID-19, we describe the development and implementation of an institution-wide protocol for conducting on-line proctored assessment. We show the large-scale applicability of the protocol for administering examinations via Moodle with remote proctoring via Zoom.The accurately designed procedures that included careful consideration of all parties involved-academic staff members, students, administrative staff and proctorsenabled TAU to successfully assess the learning outcomes of its 25,000 students, while maintaining validity, compatibility and reliability of the assessment. Second, we report combined data from surveys of 4380 students and 188 faculty-members (18% and 12% response rate respectively), conducted at TAU following these examinations. Results and Conclusions:With over 90% of the students experiencing at least one, and 80% of faculty-members administering at least one proctored remote examination, these heterogeneous sources of data allow us to investigate a unique and complementary perspective of the process. Some of the significant findings consist of the over-all perception of the students' integrity by both groups surveyed; the discrepancy in the groups' perspectives of the adequate form of learning-assessmentwith the instructors preferring proctored examinations and the students-formativeassessment; and the influence of the pedagogical challenges on the perception of Smadar Patael and Julia Shamir contributed equally

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Section: Choosing the Scheme For Remote Assessmentmentioning

confidence: 99%

Section: Remote Proctoringmentioning

confidence: 99%

Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University

Patael

Shamir

Soffer

et al. 2022

Computer Assisted Learning

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“…Its main aim is to ensure that identity of the learner, control the learner's activities in real time, and deter any forms of malpractice. This technology has gained relevance during the current COVID-19 pandemic, given that the social distance owing to health reasons has consequently led to the switching of all learning and assessment activities to online platforms, [11], [12]. Reisewitz (2020) carried out a study on the necessity of proctoring online exams.…”

Section: Online Exams and Academic Integritymentioning

confidence: 99%

“…Recently there are Machine Learning and Artificial Intelligence (AI) Applications that are being designed and tested for use in online examinations proctoring. These work by searching for indicators of potential examinations malpractice and include biometric verification such as fingerprints facial and voice recognition, detection of potential malpractices,, and capturing behavioural indicators of potential fraud using screenshots, audio and video files AI can also help in grading the exam results by assisting in marking unstructured essay items, which is normally labour-intensive and costly to the examiners, and include Nevon and Examus which can learn student's behavioural characteristics such as keystrokes and facial movement during the normal online lectures and provides them to proctoring services for online exams, [11], [12].…”

Section: Online Exams and Academic Integritymentioning

confidence: 99%

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User Experience of Online Examinations and Proctoring: A Case Based Study

Njuguna¹

2022

ijcsrr

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University curriculum all over the world contain a set of learning outcomes to be achieved through different learning and teaching modes. The achievement of the Learning Outcomes is measured using some form of assessment, usually in the form of University examinations. The traditional teaching has been face-to- face, and therefore many examinations have also been conducted in a face to face manner. One of the challenges of any examination setting is cheating amongst University students, which implies that the examinations must be properly invigilated or proctored. Since the introduction of ICT in Education, there have been attempts to introduce Online examinations, although these are yet to gain full traction. In Kenya, the ODEL standards lean more towards blended learning, where each course has to have a face to face element. Many Universities have therefore been conducting their examinations in a traditional setting. The onset of COVID-19 created a different situation as the social distancing and the restricted movement meant that learners could not attend a physical class. The movement to Remote Emergency Teaching created a challenge on how examinations could be conducted and proctored. Several Universities decided to do the teaching but wait for resumption of face to face studies to conduct their exams, and this had a negative impact on the University Almanac. This paper looks at the case of one Private University that decided to complete a whole semester online but also went on to conduct examinations via the Learning Management System. Using a triangulation of Interviews, Observation and Document Reviews, staff and students who had participated in conducting and taking online examinations were interviewed. The online examinations processed was observed and documents and software used in online examinations and proctoring were reviewed. Reorganization of the examination processes, organizational and cultural change management, ICT technical issues, extensive training, software selection and communication were identified as the key requirements for successful online examinations and proctoring to take place. The use of Proctoring Systems that are integrated with the LMS give a shorter learning curve and are easier to learn and use.

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What is the student experience of remote proctoring? A pragmatic scoping review

Marano,

Newton,

Birch

et al. 2024

Higher Education Quarterly

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Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID‐19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. Working with students as partners and limiting the use of remote proctoring where possible, are key to ensuring a positive student experience.

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Students' Perspective Towards Online Proctoring in Exams During Covid-19

Cited by 10 publications

References 21 publications

Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University

Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University

User Experience of Online Examinations and Proctoring: A Case Based Study

What is the student experience of remote proctoring? A pragmatic scoping review

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