Abstract
Educational institutions are accountable for student learning and delivery (HLC, 2014). Assessment of student performance is a primary method for accountability. The US Department of Education and accreditation require compliance with federal policy requiring online verification of students. Distance education fosters the perception that because students are separated by distance, it is difficult to monitor assessment and cheating or academic dishonesty may occur. Harmin (2008) found cheating occurred when exams were unproctored. Integrity and assurance in testing is critical to academic rigor in professional development. Faculty should implement rigorous systems for preventing cheating and ensuring academic integrity. |Prior to online proctoring, proctor sites required to process and oversee distance students throughout the US made it difficult to ensure academic integrity and consistency in testing site procedures and examination security. Financial exigencies fostered exploration of secure examination options necessitate policies and procedures to ensure a secure exam environment using an online video proctoring system for distance students are in place. |Distance pathways for pharmacy and occupational therapy students in Creighton University's School of Pharmacy and Health Professions allows students to complete their didactic coursework in a hybrid environment with campus their cohort in the classroom. ExamSoft exam software is used by campus and distance students for all high-stakes assessments. Campus students are proctored by faculty in the classroom while taking exams using ExamSoft with the secure browse. The secure browser assures that all electronic assets are unattainable during the exam. Through online proctoring, distance students connect to a certified proctor via web conferencing software. After four-point verification of the student's identity and scanning the testing environment, the proctor maintains a video and audio connection with the student for the entirety of the proctored quiz or exam. All sessions are recorded for post-assessment review. |The purpose of this project is to present an assessable and scalable model for online proctoring for secure high-stakes assessment environment for all students reflecting true parity in hybrid assessment process and protocol allowing for minimal multiple variance in exam validity regardless of pathway. Implementation and use of this system, ensures consistency for high stakes examinations, meets academic rigor required by external accrediting bodies and should be a consideration for distance based programs.|References:|Harmin, O., Lambrinos, J., (2008). Are online exams an invitation to cheat? The Journal of Economic Education, 39(2), 116-124.|Higher Learning Commission (HLC). https://hlcommission.org/|Tallent-Runnels, M., (2006). Teaching courses online: A review of the research. Review of Educational Research, 78,(1),93-135.|Watson, G., Sottile, J., (2010). Cheating in the digital age: do students cheat more in online courses? Online Journal of Distance Learning Administration, 13(1)|