In recent years, remote proctoring technology gained notoriety for its negative impact on students. Now, some are advocating for the abolishment of online proctoring altogether, arguing:
Eproctoring programs are invasive, dangerous, and fail to prevent academic dishonesty. They demonstrate systemic bias against non-white students, are harmful for students with testing anxiety, and discriminate against students with disabilities. They also treat students as if they are guilty until proven innocent, which is a disrespectful and harmful stance for any academic institution to take.
But while there are indeed problems with many online proctoring systems, not all systems are alike. Proctoring solutions that prioritize privacy, improve accessibility, and are developed with student input can allow online proctoring to enhance the test-taking experience and, ultimately, benefit students.
Proctoring systems must be student-centered. Often, however, research associated with online proctoring is overly statistical and doesn’t address complex challenges students are facing, making it difficult to create solutions. To truly understand the lived experiences of students and make remote proctoring technology that enhances the assessment process, qualitative research is essential.
In 2020, the New York Times asked students to share their thoughts on the ethics and efficacy of online proctoring. Many expressed support for remote proctoring software—in fact, they saw it as necessary to ensure fairness. As one student said:
I think it is appropriate for students to be monitored during tests. I have had to take a few math tests during quarantine and it is very tempting to look up answers or shortcuts. Taking a test at home on a computer makes it so easy to cheat, the entire internet is at your fingertips. Schools should have the right to proctor students. If they were actually in school, teachers would be able to see what they were doing. Even though we’re at home, tests should still be treated like tests.
But despite the acknowledgment that proctoring has value, students are often concerned about the specific ways proctoring happens, particularly as it relates to privacy. One student explained:
The idea of someone just closely watching me makes me feel insecure, and I wouldn’t give my best performance on a test. I wouldn’t want my grade to get bumped down just because I didn’t feel comfortable rather than not studying as much.
So how do you balance the need for proctoring with respect for student dignity? It begins by listening.
To understand what students are experiencing and how to create solutions that make sense for them, Rosalyn formed an industry-first Student Advisory Board (SAB). We meet with students each month to talk about the challenges they are facing and their ideas for how we can improve our remote proctoring technology. This approach sets us apart from other solutions. At Rosalyn, students have a voice and their insights continually guide product development, allowing us to make pragmatic, meaningful changes.
From our ongoing dialogue with students, we believe that these are the key areas online proctoring technology must address:
With the right strategy, remote proctoring technology can benefit students by minimizing opportunities for academic dishonesty and providing fair and equitable exams. Whether you are offering online learning as a response to Covid or want to encourage students to take exams where they are most comfortable, Rosalyn can provide better experiences that reshape how students think about proctoring.
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