The Need for New Guidelines and Training for Remote/Online Testing and Proctoring

Fiano, Karen S; Medina, Melissa S.; Whalen, Karen

doi:10.5688/ajpe8545

Cited by 19 publications

(8 citation statements)

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“…Several students remarked on severe privacy breaches as a consequence of the software (one student even had money withdrawn from her bank account) and overall increased anxiety during exams. This aligns with several voiced concerns about the controversial trading practices and privacy breaches of proctoring software such as Proctorio, Examity, and Proctortrack [34]. While the use of virtual proctors should resemble simply writing an exam in person, the process feels much more invasive, perhaps, due to the proctor's access to the students' personal computer, personal data, and their homes.…”

Section: Student-driven Community Building Through Virtual Spacesmentioning

confidence: 56%

Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic—A focus group study

et al. 2023

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The COVID-19 pandemic dramatically altered the model of university education. However, the most salient challenges associated with online learning, how university students are coping with these challenges, and the impact these changes have had on students’ communities of learning remain relatively unexplored. Changes to the learning environment have also disrupted existing communities of learning for both lower and upper-year students. Hence, the purpose of our study was to explore how: (1) academic and personal/interpersonal challenges as a result of COVID-19; (2) formal and informal strategies used to cope with these academic and non-academic challenges; (3) and services or resources provided by the institution, if any, affected students’ communities of learning. Six focus groups of 5–6 students were conducted, with two focus groups specifically dedicated to upper and lower year students. Questions related to academic and interpersonal challenges, formal and informal coping strategies, and access to/use of university services/resources were posed. Common challenges included poor accommodation from professors and administrators; burnout from little separation school and personal life; lack of support for students transitioning out of university; and difficulties forming and maintaining social networks. These findings suggest the importance of fostering communities of learning informally and formally at universities beyond the pandemic context.

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Section: Student-driven Community Building Through Virtual Spacesmentioning

confidence: 56%

Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic—A focus group study

et al. 2023

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“…Thus, after careful consideration, the University decided to opt for live Zoom proctoring. It should be mentioned that some studies found that the online meeting platforms, not specifically designed for exam proctoring, can be “a cost‐effective and valid tool” (Linden & Gonzalez, 2021; Okada et al, 2015), for example, when institutions have existing contracts for a web conferencing platform (Sando et al, 2021).…”

Section: Methodology and Resultsmentioning

confidence: 99%

“…To ensure that students understood the procedure for proctored remote examinations, prior to the examination period the Virtual Exam Coordinator issued, detailed instructions with respect to the examination procedures, the Zoom proctoring, and the explanations regarding taking the exam on computer via Moodle (Appendix ). These guidelines included recommendations for the testing environment, contact numbers in case of technical emergency, guidelines related to specific exam settings (such as extended time for scanning and uploading hand‐written exams) and other (Sando et al, 2021). Moreover, to make the information more accessible and suitable for students—many of whom belong to the Z Generation—these procedures were further explained and depicted in a short video clip.…”

Section: Methodology and Resultsmentioning

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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“…However, there are some disadvantages to using online proctoring misconduct or cheating during the online exam is one of the most significant obstacles. Therefore, there is a need to provide guidelines for the online proctoring approach for both the students and teachers to maintain ethical standards and academic integrity (Sando et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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

Mutawa

Sruthi

2021

JER is an international, peer-reviewed journal that publishes f

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The World Health Organization (WHO) declared Covid-19 as a pandemic in early 2020. As a result, the organization has decided to close all educational institutions, and thereby conventional classroom learning has become obsolete. And as a consequence, exams taken online have become an essential part of an online assessment. The critical issue that arises is how to maintain online exam credibility and student honesty during online exams. In this work, we study the acceptance of online exams by Kuwait University students exposed to online proctoring during the lockdown. We proposed an acceptance model based on the TAM framework but with twelve constructs applied to three proctoring methods: AI proctoring, live human proctoring, and blended proctoring. The data is collected using an online survey from 478 college students. The partial least square structural equation modeling (PLS-SEM) method is used to process the collected data. The findings indicate that live-human and mixed proctoring provide a greater level of satisfaction than AI proctoring alone.

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The Need for New Guidelines and Training for Remote/Online Testing and Proctoring

Cited by 19 publications

References 1 publication

Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic—A focus group study

Lessons from zoom-university: Post-secondary student consequences and coping during the COVID-19 pandemic—A focus group study

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

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

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