Abstract
The COVID-19 pandemic created widespread chaos and disruption and forced an immediate and unprecedented move to fully online teaching, learning and assessment across all levels of education (Coronavirus and School Closures, 2020). In the initial stages of this transition, the focus was on survival and ensuring some level of activity and continuity was established. As the pandemic continued, focus naturally shifted to levels of quality assurance of teaching and ensuring the authenticity of student submissions. The very integrity of student assessment became a focal point of debate, activity and concern. There was a concerted effort among universities to transition to an online proctoring system in order to more effectively support faculty and staff during online examinations. This chapter explores the issues underpinning this transition and the lessons learned from activity undertaken, with particular focus on responses recorded from a workshop conducted at the 7th European Conference on Academic Integrity by European Network for Academic Integrity, 2021 on an ethical pathway to responsible implementation and use of proctoring technology.
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Dyer, J., Khan, Z.R., Hill, C. (2022). Assessing Students Online – Enablers and Barriers to Using e-Proctoring and Alternative Methods. In: Bjelobaba, S., Foltýnek, T., Glendinning, I., Krásničan, V., Dlabolová, D.H. (eds) Academic Integrity: Broadening Practices, Technologies, and the Role of Students. Ethics and Integrity in Educational Contexts, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-031-16976-2_8
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