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Integrity and Motivation in Remote Assessment

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Title: Integrity and Motivation in Remote Assessment
Language: English
Authors: Henrietta Carbonel, Angelo Belardi, Jen Ross, Jean-Michel Jullien
Source: Online Learning. 2025 29(2):25-46.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Distance Education, Computer Assisted Testing, Student Motivation, Integrity, Educational Quality, Evaluation Methods, Personal Autonomy, Learner Engagement, Test Construction, Test Anxiety, Higher Education, Foreign Countries, Supervision, Educational Technology
Geographic Terms: Europe, North America
ISSN: 2472-5749
2472-5730
Abstract: The shift to distance education during the COVID-19 pandemic highlighted the potential and preference of online learners for remote assessment. Yet, concerns about academic integrity, especially with tools like ChatGPT, prompted a reevaluation of remote evaluation methods. Universities responded by returning to on-campus exams or relying on technological surveillance, with the limits of such approaches from a pedagogical and values perspective. This research offers a third path, re-imagining with the main stakeholders in higher education (teachers, students, institutional leaders, and pedagogical experts) what quality remote assessment could look like in the future. To address this, we took a collaborative speculative design approach. The two-day workshop comprising 34 education stakeholders identified four key characteristics of quality remote assessments: (1) ensuring authorship, (2) designing meaningful assessments, (3) fostering a feeling of autonomy, and (4) reducing stress by fostering a feeling of competence and giving space for failure. We show that the last three characteristics align with the first two psychological needs of Self-Determination Theory (SDT), autonomy and competence. Thus, by designing assessments with such characteristics, teachers will support autonomous motivation and, consequently, engagement, performance, and academic integrity. However, the third need of SDT, relatedness, was largely overlooked and should be considered in further work. The results also highlight the need for structure and a space for failure, which may thwart autonomous motivation. Teachers must carefully balance these seemingly contradictory requirements of remote assessment design. Finally, the collaborative nature of the research led to a change in the practice of some participants.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474302
Database: ERIC
FullText Links:
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  Data: Integrity and Motivation in Remote Assessment
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  Data: <searchLink fieldCode="AR" term="%22Henrietta+Carbonel%22">Henrietta Carbonel</searchLink><br /><searchLink fieldCode="AR" term="%22Angelo+Belardi%22">Angelo Belardi</searchLink><br /><searchLink fieldCode="AR" term="%22Jen+Ross%22">Jen Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Jean-Michel+Jullien%22">Jean-Michel Jullien</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2025 29(2):25-46.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
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  Data: The shift to distance education during the COVID-19 pandemic highlighted the potential and preference of online learners for remote assessment. Yet, concerns about academic integrity, especially with tools like ChatGPT, prompted a reevaluation of remote evaluation methods. Universities responded by returning to on-campus exams or relying on technological surveillance, with the limits of such approaches from a pedagogical and values perspective. This research offers a third path, re-imagining with the main stakeholders in higher education (teachers, students, institutional leaders, and pedagogical experts) what quality remote assessment could look like in the future. To address this, we took a collaborative speculative design approach. The two-day workshop comprising 34 education stakeholders identified four key characteristics of quality remote assessments: (1) ensuring authorship, (2) designing meaningful assessments, (3) fostering a feeling of autonomy, and (4) reducing stress by fostering a feeling of competence and giving space for failure. We show that the last three characteristics align with the first two psychological needs of Self-Determination Theory (SDT), autonomy and competence. Thus, by designing assessments with such characteristics, teachers will support autonomous motivation and, consequently, engagement, performance, and academic integrity. However, the third need of SDT, relatedness, was largely overlooked and should be considered in further work. The results also highlight the need for structure and a space for failure, which may thwart autonomous motivation. Teachers must carefully balance these seemingly contradictory requirements of remote assessment design. Finally, the collaborative nature of the research led to a change in the practice of some participants.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 25
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Integrity
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Evaluation Methods
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      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Supervision
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      – SubjectFull: Educational Technology
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      – SubjectFull: Europe
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      – SubjectFull: North America
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    Titles:
      – TitleFull: Integrity and Motivation in Remote Assessment
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              Y: 2025
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