Transcript Remote Live Invigilation: A Pilot Study

Remote Live Invigilation
Mariana Lilley (School of Computer
Science)
Jonathan Meere (LTIC)
Motivation
• The increased use of online tests on UH online distance learning
programmes
• Specific online distance learning student groups are now more likely to
meet the hardware and network requirements of remote live
invigilation.
• The growth of remote invigilation vendors has led to more choice in
the types of remote invigilation available at more competitive price
models.
• To learn more about student attitudes towards remote live
invigilation:
– Group A with 101 students – this group experienced technical
problems with QuestionMark Perception
– Group B with 25 students
How it works
•
•
•
Administrative steps (staff) – e.g. test window, test rules
Administrative steps (students) – e.g. choose test slot
Key features:
– Students are required to log in at the time of their chosen slot
– Software that connects student’s webcam and desktop to a live proctor
(for monitoring purposes – e.g. no forbidden applications such as Skype)
– Set of authentication and environment checks (includes identity check,
digital photo, pan over their work area to ensure there are no disallowed
materials or persons present)
– Whilst the assessment is running, the proctor will monitor the student’s
desktop, their environment (video and audio feeds) and also their conduct
– Any unusual behaviour is logged and a response is made accordance with
the specifications provided by the institution
Participants’ attitude
Does having a live proctor make you feel more
supported should something go wrong during a test
(e.g. technical problem, sickness etc)?
Participants
Yes
Neutral
No
2013-14 Group
7
2
0
2014-15 Group A
2014-15 Group B
11
6
4
1
3
3
• “Yes it does. I had to start my exam late as there were technical
problems but the technician helped and was able to do the test.”
• “No. I don't believe that they would be able to try anything different
to the steps I would take to resolve a problem.”
• “It makes no difference as far as I can tell.”
Participants’ attitude
Did you feel that having a proctor hinders or
enhances online assessment in any way?
Participants
Enhances
Neutral
Hinders
2013-14 Group
2
7
0
2014-15 Group A
2014-15 Group B
3
2
8
4
7
4
• “Neither; having someone watch you through a
webcam can be rather weird at first, but that quickly
faded when the purpose of the proctor was
described.”
Participants’ attitude
Do you think we should use remote live invigilation
in other modules?
Participants
Yes
Neutral
No
2013-14 Group
2014-15 Group A
2014-15 Group B
8
12
8
0
4
1
1
2
1
• “Yes. It ensures good academic conduct much more than using
secure browser alone. Could be used to promote an online degree to
be more credible.”
• “It made it more stressful it was one more element/ complication to
deal with before staring the test. It was definitely a downside,
especially as the tutor was about 10 minutes late, I was concerned I
had made a mistake.”
Lessons…
• Inform students about process:
– At programme level, provide overview (induction)
– At module level, provide timeline
– Ideally, students should be able to experience
remote live invigilation prior to actual assessment
• Contingency plans must include thresholds.
• Manage expectations – e.g. wait to connect to
a proctor.
Mariana ([email protected])
Jonathan ([email protected])
Should you have any queries, please
contact us 