Are you thinking of asking someone to do my proctored exam for me, but are scared to proceed forward with it? Well, you are not alone. Many students want to ask someone but feel scared.
Remote proctoring is receiving backlash for a while now. Many critics call it intrusive and creepy. This begs the question how do you look after more than thousands of students enrolled in an online course.
According to most instructors, the most ideal solution to large-scale issues is remote online proctoring.
The discourse regarding remote proctoring has two sides. One side believes that remote proctoring is intrusive and should be discontinued. While on the other hand, the other believes that it is one of the ways to ensure legitimization of remotely administered exams.
However, there is still quite a lot of misconception regarding the pros of online proctoring. If you are wondering whether or not I should ask someone to do my proctored exam for me, this article is for you.
In this post, we will debunk some myths about remote proctored exam
Recording Learners’ Videos Feed into Anxiety More
One of the most popular beliefs associated with proctored exams is anxiety. Many people think that when students are recorded it will increase anxiety. This is because using test-taking they use software that will access students’ cameras in order to identify them.
Not only this, but the remote proctored exam uses this to monitor throughout the exam. This way they can make sure that you don’t cheat throughout.
Furthermore, they also record you as you take your exam, to review it later while assessing your paper.
Many assume that this habit increases anxiety amongst students leading to even poor performance in exams. However, the reality is completely opposite. Many students actually feel less anxious about doing exams as they are doing it in a familiar environment, in a place where there is an absence of stressors such as traveling to in-person exams, meeting students, and seeing more nervous people around. This might come as a surprise but with remotely proctored exams, many felt their anxiety fading away.
Rather than asking someone to do my proctored exam for me, you should do it yourself as it is the perfect way to overcome anxiety.
There are No Non-Video Remote Proctoring Methods Available
As mentioned earlier as well, there are various kinds of remote proctored learning practice, no is equal to another. There are many non-video-related options available that use computer lockdown software.
Some may use computer blocking software which will prevent you from pausing the test time and searching up answers on other browsers which will result in cheating.
Therefore, an educator listed eight “Online Test Control Procedures” that can be incorporated within remote proctoring. These are as follows:
- The test should only be available for one time, in order to prevent online test takers from teaming up and sharing answers by taking tests one at a time.
- Students should only be permitted to start the paper within a brief window. This id again to prevent one or more learners from completing the test before the rest and then helping them out by giving out answers.
- The test questions should be sequenced randomly. This makes it more difficult for students to share answers as they all have different questions at the same spot.
- Test questions should only be visible one at a time. They should not have the option to return to any previous questions once they are completed This is again done to make collusive cheating more difficult.
- The exam should be sufficiently difficult, and the allotment of time sufficiently small. The student should be left with just a few minutes to spare once they have completed the exam.
- Students should be able to access their exams only once.
- Test-takers must need lockdown software installed in order to take the test.
- Instructors monitoring the paper should change one-third of exam questions every semester.
Remotely Proctored Exams Fail to Showcase Learner Topic Mastery
There is another common misconception revolving around the remote proctored exam which is that it fails to display student topic mastery. However, it is nothing but untrue,
This insight has nothing to do with the grades that students were able to receive after doing a remote proctored exam.
A 2017 study that looked at the difference between, online, in-person, and remotely proctored exams, suggests that there is no difference in test performance.
According to education critics, traditional exams are perfect for two things: managing faculty workload and assessing low-level skills. This means a remotely proctored exam has a more holistic approach to hone students’ skills and understanding. They use methods like collaborative assignments, essays, study analysis and so much more to enhance what the learner is good at.
Therefore, rather than asking someone to do my proctored exam for me, you should do it yourself as it will help you master your skills.
Remote Proctoring is Unable to Ensure Legitimization Online Courses
There are many myths that revolve around remote proctoring, but one of the most common ones remains this myth.
If you look at it at the legal level, the Higher Education Opportunity Act demands American community colleges and universities “to monitor and verify the identity of learners in order to ensure that those who register for an online class are the ones who participate in it as well.”
On the second level, faculty and administration generally feel it is crucial to include protection against cheating on online tests. In addition, they feel that a detailed academic honesty code needs to be enforced at the school level. It makes anti-cheating measures on online classes a necessity.
While there are still many myths that are associated with remotely proctored exams, there is no doubt in admitting that most of them are just myths that can easily be debunked with proper research.
James Cordon has an ongoing affair with the words that capture readers’ attention. His passion for writing dates back to his pre-blogging days. He loves to share his thoughts related to education technology and business.