Interaction of Proctoring and Student Major on Online Test Performance
Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research sugg...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2018-11-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/3698 |
| _version_ | 1818407320271454208 |
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| author | Helaine M Alessio Nancy Malay Karsten Maurer A. John Bailer Beth Rubin |
| author_facet | Helaine M Alessio Nancy Malay Karsten Maurer A. John Bailer Beth Rubin |
| author_sort | Helaine M Alessio |
| collection | DOAJ |
| description | Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software. |
| first_indexed | 2024-12-14T09:25:58Z |
| format | Article |
| id | doaj.art-f91d1fef3acc4120b0c5842c9a4eb336 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-14T09:25:58Z |
| publishDate | 2018-11-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-f91d1fef3acc4120b0c5842c9a4eb3362022-12-21T23:08:11ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312018-11-0119510.19173/irrodl.v19i5.3698Interaction of Proctoring and Student Major on Online Test PerformanceHelaine M Alessio0Nancy Malay1Karsten Maurer2A. John Bailer3Beth Rubin4Miami UniversityMiami University, Oxford OhioMiami University, Oxford OhioMiami University, Oxford OhioCampbell University, Buies Creek, NCTraditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software.http://www.irrodl.org/index.php/irrodl/article/view/3698online learningonline testingacademic integrityacademic honestyproctoringdistance learning |
| spellingShingle | Helaine M Alessio Nancy Malay Karsten Maurer A. John Bailer Beth Rubin Interaction of Proctoring and Student Major on Online Test Performance International Review of Research in Open and Distributed Learning online learning online testing academic integrity academic honesty proctoring distance learning |
| title | Interaction of Proctoring and Student Major on Online Test Performance |
| title_full | Interaction of Proctoring and Student Major on Online Test Performance |
| title_fullStr | Interaction of Proctoring and Student Major on Online Test Performance |
| title_full_unstemmed | Interaction of Proctoring and Student Major on Online Test Performance |
| title_short | Interaction of Proctoring and Student Major on Online Test Performance |
| title_sort | interaction of proctoring and student major on online test performance |
| topic | online learning online testing academic integrity academic honesty proctoring distance learning |
| url | http://www.irrodl.org/index.php/irrodl/article/view/3698 |
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