Proctoring software is a symptom of a bigger problem: universities see themselves as businesses and students as customers.
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When COVID forced exams online, reports of cheating were rife and proctoring software was problematic. But in-person exams are also flawed, so now’s the time to rethink how assessment works.
The COVID-19 pandemic isn’t going away any time soon. Kenya’s universities must adapt.
Recent allegations of cheating by university students in online exams suggest the students are adapting faster than the education system itself – and that should change.
The UK government’s announcement on how students work will be graded is too little, too late.
Take part in collaborative working and play to your strengths.
Teachers and students have been left uncertain of what to expect.
Equity and privacy problems with online proctoring reflect a larger issue: Students look to universities to set an example of integrity.
Students must not be assessed on course material that they haven’t had the opportunity to learn.
To concentrate best, we need to resist distractions. It can help to set some goals and check your progress as you study.
The outcry over exam results has exposed underlying problems in how we assess educational performance.
Having trust in a key public service like education is critical.
Cramming for exams can result in short-term memorisation rather than meaningful learning.
Teachers have to fight against their own subjectivity when giving grades.
Exam revision and parties are a traditional part of growing up.
The Australian National University is turning to digital proctoring to replace the role of a walking invigilator. But who watches the proctor, what are the risks, and what data will be collected?
Exams are the currency of the education marketplace.
Our research found that teacher assessments and exam scores match closely for maths, English and science.
A focus on more realistic performance outcomes can help students cope when things do not go to plan.
The ATAR is mainly used as an efficient way for universities to decide which students can be offered a place in a certain course.
Kontributor teratas
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Programme Leader, MA in Educational Assessment, UCL
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Professor of Educational Assessment, UCL
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Associate Professor, Faculty of Education, Monash University
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Director of the Oxford University Centre for Educational Assessment, University of Oxford
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Head of School of Education and Professor of Educational Psychology, University of Wollongong
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Head of Department and Senior Lecturer in Education and Social Justice, Lancaster University
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Director, Nottingham Institute of Education, Nottingham Trent University
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Senior Research Fellow, Curtin University
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Thomas Lancaster, Imperial College London
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Senior Lecturer in Science Education, Sussex School of Education and Social Work, University of Sussex
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Senior Lecturer in Educational Assessment, Macquarie University
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Vice-Chancellor and Prinicipal, Brunel University London
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PhD student, University of Essex
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Postdoctoral Fellow in Economics, London School of Economics and Political Science
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Senior Lecturer (Adjunct), Nutritional neuroscientist, University of Adelaide
