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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

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Title: Remote Proctoring: Lessons Learned from the COVID-19 Pandemic Effect on the Large Scale On-Line Assessment at Tel Aviv University
Language: English
Authors: Patael, Smadar (ORCID 0000-0003-3148-2981), Shamir, Julia, Soffer, Tal (ORCID 0000-0003-3339-0394), Livne, Eynat, Fogel-Grinvald, Haya, Kishon-Rabin, Liat (ORCID 0000-0002-0516-6603)
Source: Journal of Computer Assisted Learning. Dec 2022 38(6):1554-1573.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Computer Assisted Testing, Foreign Countries, Distance Education, Testing, Integrated Learning Systems, College Faculty, College Students, Videoconferencing, Outcomes of Education, Test Validity, Test Reliability, Teacher Attitudes, Student Attitudes, Barriers
Geographic Terms: Israel (Tel Aviv)
DOI: 10.1111/jcal.12746
ISSN: 0266-4909
1365-2729
Abstract: 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 proctors--enabled 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-assessment--with the instructors preferring proctored examinations and the students--formative-assessment; and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic-related stress, the on-line assessment challenges and other.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1356815
Database: ERIC
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  Data: Remote Proctoring: Lessons Learned from the COVID-19 Pandemic Effect on the Large Scale On-Line Assessment at Tel Aviv University
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  Data: <searchLink fieldCode="AR" term="%22Patael%2C+Smadar%22">Patael, Smadar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3148-2981">0000-0003-3148-2981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shamir%2C+Julia%22">Shamir, Julia</searchLink><br /><searchLink fieldCode="AR" term="%22Soffer%2C+Tal%22">Soffer, Tal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3339-0394">0000-0003-3339-0394</externalLink>)<br /><searchLink fieldCode="AR" term="%22Livne%2C+Eynat%22">Livne, Eynat</searchLink><br /><searchLink fieldCode="AR" term="%22Fogel-Grinvald%2C+Haya%22">Fogel-Grinvald, Haya</searchLink><br /><searchLink fieldCode="AR" term="%22Kishon-Rabin%2C+Liat%22">Kishon-Rabin, Liat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0516-6603">0000-0002-0516-6603</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Dec 2022 38(6):1554-1573.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Learning+Systems%22">Integrated Learning Systems</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel+%28Tel+Aviv%29%22">Israel (Tel Aviv)</searchLink>
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  Data: 10.1111/jcal.12746
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  Data: 0266-4909<br />1365-2729
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  Data: 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 proctors--enabled 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-assessment--with the instructors preferring proctored examinations and the students--formative-assessment; and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic-related stress, the on-line assessment challenges and other.
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Computer Assisted Testing
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