The Effects of Exam Setting on Students' Test-Taking Behaviors and Performances: Proctored Versus Unproctored.
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| Title: | The Effects of Exam Setting on Students' Test-Taking Behaviors and Performances: Proctored Versus Unproctored. |
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| Authors: | Yıldırım, Denizer1, Ilgaz, Hale1, Bayazıt, Alper2, Akçapınar, Gökhan3 |
| Source: | International Review of Research in Open & Distributed Learning. Nov2023, Vol. 24 Issue 4, p174-193. 20p. |
| Subject Terms: | *Student cheating, *Learning, *Academic fraud, *Education ethics, *Online education, *Student records, Integrity |
| Abstract: | One of the biggest challenges for online learning is upholding academic integrity in online assessments. In particular, institutions and faculties attach importance to exam security and academic dishonesty in the online learning process. The aim of this study was to compare the test-taking behaviors and academic achievements of students in proctored and unproctored online exam environments. The log records of students in proctored and unproctored online exam environments were compared using visualization and log analysis methods. The results showed that while a significant difference was found between time spent on the first question on the exam, total time spent on the exam, and the mean and median times spent on each question, there was no significant difference between the exam scores of students in proctored and unproctored groups. In other words, it has been observed that reliable exams can be conducted without the need for proctoring through an appropriate assessment design (e.g., using multiple low-stake formative exams instead of a single high-stake summative exam). The results will guide instructors in designing assessments for their online courses. It is also expected to help researchers in how exam logs can be analyzed and in extracting insights regarding students' exam-taking behaviors from the logs. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174193314 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of Exam Setting on Students' Test-Taking Behaviors and Performances: Proctored Versus Unproctored. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yıldırım%2C+Denizer%22">Yıldırım, Denizer</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ilgaz%2C+Hale%22">Ilgaz, Hale</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bayazıt%2C+Alper%22">Bayazıt, Alper</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Akçapınar%2C+Gökhan%22">Akçapınar, Gökhan</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distributed+Learning%22">International Review of Research in Open & Distributed Learning</searchLink>. Nov2023, Vol. 24 Issue 4, p174-193. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+cheating%22">Student cheating</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+fraud%22">Academic fraud</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+ethics%22">Education ethics</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+records%22">Student records</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: One of the biggest challenges for online learning is upholding academic integrity in online assessments. In particular, institutions and faculties attach importance to exam security and academic dishonesty in the online learning process. The aim of this study was to compare the test-taking behaviors and academic achievements of students in proctored and unproctored online exam environments. The log records of students in proctored and unproctored online exam environments were compared using visualization and log analysis methods. The results showed that while a significant difference was found between time spent on the first question on the exam, total time spent on the exam, and the mean and median times spent on each question, there was no significant difference between the exam scores of students in proctored and unproctored groups. In other words, it has been observed that reliable exams can be conducted without the need for proctoring through an appropriate assessment design (e.g., using multiple low-stake formative exams instead of a single high-stake summative exam). The results will guide instructors in designing assessments for their online courses. It is also expected to help researchers in how exam logs can be analyzed and in extracting insights regarding students' exam-taking behaviors from the logs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.19173/irrodl.v24i4.7145 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 174 Subjects: – SubjectFull: Student cheating Type: general – SubjectFull: Learning Type: general – SubjectFull: Academic fraud Type: general – SubjectFull: Education ethics Type: general – SubjectFull: Online education Type: general – SubjectFull: Student records Type: general – SubjectFull: Integrity Type: general Titles: – TitleFull: The Effects of Exam Setting on Students' Test-Taking Behaviors and Performances: Proctored Versus Unproctored. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yıldırım, Denizer – PersonEntity: Name: NameFull: Ilgaz, Hale – PersonEntity: Name: NameFull: Bayazıt, Alper – PersonEntity: Name: NameFull: Akçapınar, Gökhan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 14923831 Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: International Review of Research in Open & Distributed Learning Type: main |
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