{"id":28,"date":"2020-05-29T23:28:48","date_gmt":"2020-05-30T06:28:48","guid":{"rendered":"https:\/\/blogs.ubc.ca\/assessmentguidebook\/?page_id=28"},"modified":"2021-03-04T14:18:13","modified_gmt":"2021-03-04T21:18:13","slug":"remote-proctoring","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/assessmentguidebook\/academic-integrity\/remote-proctoring\/","title":{"rendered":"Remote proctoring tools"},"content":{"rendered":"
Online remote proctoring involves having a student complete an assessment (usually write an exam) while being monitored with the aid of some form of technology.\u00a0 Technology either assists or replaces human invigilators that would have monitored an assessment in person.\u00a0 The use of remote proctoring is primarily intended as a deterrent to reduce the opportunity to engage in misconduct, and should be viewed as only one element of an overall academic integrity strategy<\/a>.\u00a0 There are several options available for remote proctoring ranging from the use of video chat tools (like Zoom), to sophisticated autonomous tools that use artificial intelligence (AI) to detect misconduct.<\/div>\n

Uses<\/h3>\n

There are four main functions a remote proctoring system addresses:<\/p>\n

    \n
  1. To verify it is the intended student completing the test and not someone else.<\/li>\n
  2. To ensure the student only uses permitted materials during the exam (e.g. does not access notes or the textbook during a closed-book exam).<\/li>\n
  3. To ensure the student completes the exam on their own, without assistance from others (including both others they know as well as through online services such as Chegg<\/a>).<\/li>\n
  4. To ensure the exam materials remain secure, and are not duplicated or shared (this is especially important if different students write the exam at different times, perhaps according to time zone)<\/li>\n<\/ol>\n

    Limitations<\/h3>\n

    Be\"\"fore summarizing remote proctoring tools and options, it is important to recognize that no tool is perfect.\u00a0 There are ways that individuals intent of committing misconduct can defeat any system.\u00a0 As some individuals exploit a vulnerability in a particular tool, the tool developers address that weakness, then the individuals identify new and more creative ways to cheat, and the misconduct arms race continues.<\/p>\n

    Importantly, each remote proctoring approach has costs, both actual and in terms of impacts on students and effort required.\u00a0 As remote proctoring is unfamiliar to most students, it can create feelings of anxiousness during an exam as they may feel they are being watched more closely than normal.\u00a0 In addition, these tools can give the perception that the instructor does not trust students to behave ethically (although, curiously, you don’t hear of students questioning why we stay in the classroom to invigilate a written exam).\u00a0 In addition, remote proctoring almost always requires the student use a webcam, and often a microphone as well, and it requires that they have a reasonably fast and stable internet connection.\u00a0 It is ideal if students have a quiet, private space where they can complete their exam.\u00a0 Not all students will have all of these things, which will require finding solutions to support and accommodate those students.\u00a0 There is a lack of information in terms of the propensity for automated remote proctoring tools to falsely identify (or miss) behaviours as suspicious based on factors such as skin colour, ethnicity, headdress, glasses, and so on. Finally, there are privacy concerns as the use of remote proctoring gives others visual and audio access inside students’ homes in ways that would otherwise not occur.<\/p>\n

    Tools<\/h3>\n
    There are three broad approaches to remote proctoring: video surveillance, live proctoring services, and automated proctoring services.<\/div>\n
    <\/div>\n
    \n

    Simple video monitoring<\/a><\/h3>
    <\/p>\n

    Description<\/strong><\/p>\n

    Using existing video chat tools such as Zoom, MS Teams, Skype, etc., instructors have students complete their exam in view of their webcam.\u00a0 This is likely only suitable for pen-and-paper exams as most webcams are integrated within a device (and cannot show the screen).\u00a0 A human invigilator watches multiple screens with students assigned to breakout rooms.\u00a0 UBC SKYLIGHT<\/a> has a very detailed guide on proctoring using Zoom.<\/p>\n

    Pros<\/strong><\/p>\n