Testing in the time of COVID-19: A sudden transition to unproctored online exams
Abstract
The swift conversion of chemistry courses to various online formats has presented challenges for students and instructors alike, with one of the most significant challenges being the logistics concerning online testing. At our institution, instructors of general, organic, and physical chemistry courses sought to balance issues of exam access, exam security, and continuity with a traditional test format when switching to unproctored online exams. Different approaches were utilized for exam delivery with varying success. Common challenges arose in several courses, such as the need to train students to use new technology, and the threat of online information for compromising exam security. The most successful attempts to meet these challenges, such as use of a test-bank, are consistent with reported best practices and suggest a way to maximize access, security, and continuity, while working to diminish technological and ethical pitfalls that accompany unproctored online exams.
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Previous literature supports that students perceive cheating to be easier and more prevalent in online courses, and that unproctored remote exams include more cheating behaviors than proctored ones.
“Previous literature supports the idea that students perceive cheating to be easier and more prevalent in online courses, and that unproctored remote exams include more cheating behaviors than proctored ones (Clark, Callam, Paul, Stoltzfus, & Turner, 2020)”
From Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021) · cites this paper as Clark, Callam, Paul, Stoltzfus, & Turner, 2020
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- Authors
- Clark, T. M., Callam, C. S., Paul, N. M., Stoltzfus, M. W., & Turner, D.
- Affiliations
- The Ohio State University (US)
- Corresponding author
- Clark, Ted M.
- Venue
- Journal of Chemical Education
- Publisher
- American Chemical Society (ACS)
- Published
- 2020-07-21
- Volume
- 97
- Issue
- 9
- Pages
- 3413-3417
- ISSN
- 0021-9584 (ISSN-L)
- 1938-1328
- OpenAlex
- W3045027119
- Cited by
- 110
- References
- 33
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 16 · 2023: 25 · 2022: 26 · 2021: 26 · 2020: 5
- FWCI
- 31.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Chemical Education (publishedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Social Sciences › Education › Online and Blended Learning
- Keywords
- online assessment, COVID-19 pandemic, chemistry education, exam security, test bank, general chemistry, organic chemistry, physical chemistry
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