Considerations for Using Remote Proctoring

When to Use?

When deciding whether to use remote proctoring for an assessment, it's important to consider several pedagogical factors to ensure that the assessment method aligns with your educational goals and values. Remote proctoring can be a valuable tool in certain situations, but it may not be suitable for all assessments. Remote proctoring does add another layer of complexity for both you and the student that needs to be addressed through the use of best practices for delivering proctored assessments.


Here are some pedagogical factors to consider:

  1. Educational Goals and Objectives: Consider the learning outcomes you want to achieve with the assessment. Will remote proctoring help you assess these outcomes effectively and is it absolutely necessary?
  2. Assessment Type: Determine the type of assessment you are conducting. Some assessments may be more conducive to remote proctoring than others. For example, objective, multiple-choice exams may be easier to proctor remotely compared to open-ended essays or projects.
  3. Authenticity and Academic Integrity: Evaluate the importance of maintaining academic integrity in your assessment. Remote proctoring can help deter cheating, but it may not eliminate all forms of academic dishonesty.
  4. Equity and Accessibility: Consider the accessibility of remote proctoring for all students. Ensure that it does not disproportionately disadvantage certain groups, such as students with disabilities or those lacking reliable internet access.
  5. Privacy and Ethical Concerns: Assess the potential privacy and ethical concerns associated with remote proctoring, as it involves the collection and monitoring of students' personal spaces. Ensure that you are compliant with privacy regulations and that students' rights are respected.
  6. Alternative Assessment Methods: Explore alternative assessment methods that may achieve the same learning outcomes without the need for remote proctoring, such as project-based assessments, presentations, or discussions. This can reduce the reliance on any single method, including remote proctoring.
  7. Technology Readiness: Consider whether students have the necessary technology and technical skills to complete a remote proctored assessment. Ensure that technical issues do not become a barrier to the assessment process.
  8. Student Engagement and Motivation: Reflect on whether remote proctoring may affect student engagement and motivation. Students may feel stressed or uncomfortable with the surveillance aspect, potentially impacting their performance.
  9. Feedback and Learning Opportunities: Evaluate whether remote proctoring allows for meaningful feedback and learning opportunities. Consider whether it's primarily punitive or if it can be a formative assessment that helps students improve.

The decision to use remote proctoring should be made after careful consideration of these pedagogical factors. It's important to strike a balance between maintaining academic integrity and ensuring a fair and equitable assessment process. Use a balanced approach that considers the specific needs of your course and students.

This decision tree is intended as a starting point. Please contact your eLearning Liaison to discuss alternative types of assessments and how they might be implemented for your course.

Remote Proctoring Decision Tree

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Article ID: 18438
Mon 2/12/24 4:29 PM
Mon 2/12/24 5:00 PM