Inequity in exam experience
Large-scale survey of proctoring and online exam experience by gender, internationality and language
DOI:
https://doi.org/10.14742/apubs.2024.1229Keywords:
exam, invigilation, student experience, equity, disadvantaged, large surveyAbstract
Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation (proctoring) on student experience, stress levels, and academic performance remains underexplored, especially for disadvantaged or underrepresented student groups. Despite growing concerns over inequitable outcomes in Higher Education, there is limited large-scale research investigating how these online assessment methods may exacerbate existing disparities. This paper addresses this gap by analysing data from a large-scale survey (N = 16,010) conducted across five semesters at an Australian University (2021-2023). Specifically, it examines the exam preparedness and experiences of on-campus students who sat online digital exams with and without proctoring. By exploring the intersectionality of gender, international status, and language, the study aims to assess whether and how online proctoring exacerbates inequities among disadvantaged student populations. Our findings suggest that social and cultural factors significantly influence exam preparedness, stress levels, and perceived academic performance, with proctoring amplifying these disparities.
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Copyright (c) 2024 Jennifer Chung, Shihua Yu, Michael Henderson
This work is licensed under a Creative Commons Attribution 4.0 International License.