Faculty Guidance on Remote Proctoring
Protecting exam integrity can be challenging and may require remote proctoring in certain circumstances. 天美传媒制片厂 offers this guidance for SLU faculty using remote proctoring.
Faculty should consider several things when choosing to use remote proctoring, including:
- Determine if forms of assessment that do not require proctoring can be used. The Reinert Center for Transformative Teaching and Learning can assist faculty with developing alternative assessment formats.
- Design exams that minimize the possibility of cheating. Several strategies can help:
- Randomize questions and responses
- Specify specific times and time limits for exams
- Create questions that require critical thinking skills and/or application of information rather than memorization
- Scaffold assessments, providing multiple opportunities for student feedback and learning
- If using University personnel for proctoring, have established written guidelines on how to proctor effectively and appropriately in the online environment.
- Include detailed information in the course syllabus about testing requirements and online proctoring software used in the course.
- Allow students to take a practice exam with the proctoring program/software. This allows students to set up their devices and become familiar with the program/software before a high-stakes exam.
FAQs for SLU Faculty on Remote Proctoring
No. Not unless your academic program or department requires online proctoring tools.
The University has purchased licenses for Respondus Monitor, which can be used with Canvas. There is no additional cost to students or faculty if using Respondus Monitor.
Individual schools or programs may use other online proctoring tools that may result
in a cost to students. Note: Students should be made aware of these costs prior to
enrollment in the program.
Instructors should follow the guidelines of the proctoring program they are using. Examples of the kinds of actions that may be flagged as cheating include, but may not be limited to, the following:
- Phones in screen
- Talking during an exam
- Having other people present
- Standing up and/or leaving the view
- If the student鈥檚 face is not in view
- Review the footage for the flagged behaviors/areas.
- Consider having another faculty member review the footage.
- If it appears that misconduct has occurred, meet with the student and review the footage.
You should provide students with necessary information about remote proctoring before registration (i.e., before their enrollment in the program or as additional information entered into CourseLeaf (CLSS) when the course section is created) and in the course syllabus. This includes, but is not limited to, providing information about:
- Privacy policies
- Hardware requirements
- Software requirements
- Requirements/expectations for testing location
- Whether or not there will be a room scan
- Resources allowed during the exam, such as scratch paper and books
- Resources on campus for obtaining/borrowing the necessary hardware
- Spaces on-campus students can use that meet location requirements
Additionally, you should verify that students have the necessary resources to comply with your remote proctoring requirements. This includes:
- Reliable internet
- Webcam
- Laptop or desktop computer
- Software, if needed
- Quiet, private testing space
Provide students with instructions on what to do if they have technical issues or questions during the exam. Be available by email, phone, or chat during the scheduled exam times in case of technical issues or other student concerns.
Determine if the remote proctoring tool you鈥檙e using has methods for allowing accommodations, such as extended time, breaks during exams, note-taking, etc.
Consult the Center for Accessibility and Disability Resources (CADR) for assistance on how to meet individual student accommodations within the program being used.
Contact ITS or your school technology coordinator if you are unfamiliar with how to manage accommodations within the program you are using.