Remote proctoring: Lessons learned from the COVID-19 pandemic effect on the large scale on-line assessment at Tel Aviv University

Background: The global COVID-19 pandemic turned the adoption of on-line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)-the largest university in Israel-designed and implemented a scalable procedure for administering proctored remote examinations. This procedure is applicable to different kinds of examinations in diverse disciplines and to disparate degree levels. Objectives: This study aims to deepen the knowledge with respect to the design and adoption of remote proctoring at an institutional level Methods: First, based on lessons learned from the first semester of COVID-19, we describe the development and implementation of an institution-wide protocol for conducting on-line proctored assessment. We show the large-scale applicability of the protocol for administering examinations via Moodle with remote proctoring via Zoom. The accurately designed procedures that included careful consideration of all parties involved-academic staff members, students, administrative staff and proctors- enabled TAU to successfully assess the learning outcomes of its 25,000 students, while maintaining validity, compatibility and reliability of the assessment. Second, we report combined data from surveys of 4380 students and 188 faculty-members (18% and 12% response rate respectively), conducted at TAU following these examinations. Results and Conclusions: With over 90% of the students experiencing at least one, and 80% of faculty-members administering at least one proctored remote examination, these heterogeneous sources of data allow us to investigate a unique and complementary perspective of the process. Some of the significant findings consist of the over-all perception of the students' integrity by both groups surveyed;the discrepancy in the groups' perspectives of the adequate form of learning-assessment- with the instructors preferring proctored examinations and the students-formative assessment;and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic-related stress, the on-line assessment challenges and other. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Understanding the factors affecting teachers' burnout during the COVID-19 pandemic: A cross-sectional study.

BACKGROUND: During the COVID-19 pandemic, which enforced social distancing and isolation, teachers were required to handle multiple challenges related to their work, including dealing with remote teaching, in addition to personal, medical and financial challenges. The goal of the current research was to examine factors that contributed to professional burnout and commitment to work among teachers during the first and second waves of the COVID-19 pandemic. METHODS: A total of 344 elementary school teachers in Israel completed online self-report questionnaires, including assessments of stressors, anxiety, resilience, self-efficacy beliefs, and coping strategies. Structured Equation Modeling [SEM] was used to examine the contribution of these factors to professional burnout and commitment. RESULTS: The gaps between needed and received support had a direct effect on teachers' burnout and commitment, and an indirect effect through anxiety and self-efficacy beliefs. Stress relating to remote teaching and support-gaps regarding remote teaching were the most significant of all the stressors and sources of support. CONCLUSIONS: Collectively, these findings highlight the significance of remote teaching as the main cause of stress and professional burnout and suggest that proper preparation of teachers-before and during times of crisis, may have a significant impact on their mental and professional well-being.

Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University

Background Objectives Methods Results and Conclusions The global COVID‐19 pandemic turned the adoption of on‐line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)—the largest university in Israel—designed and implemented a scalable procedure for administering proctored remote examinations. This procedure is applicable to different kinds of examinations in diverse disciplines and to disparate degree levels.This study aims to deepen the knowledge with respect to the design and adoption of remote proctoring at an institutional levelFirst, based on lessons learned from the first semester of COVID‐19, we describe the development and implementation of an institution‐wide protocol for conducting on‐line proctored assessment. We show the large‐scale applicability of the protocol for administering examinations via Moodle with remote proctoring via Zoom. The accurately designed procedures that included careful consideration of all parties involved—academic staff members, students, administrative staff and proctors—enabled TAU to successfully assess the learning outcomes of its 25,000 students, while maintaining validity, compatibility and reliability of the assessment. Second, we report combined data from surveys of 4380 students and 188 faculty‐members (18% and 12% response rate respectively), conducted at TAU following these examinations.With over 90% of the students experiencing at least one, and 80% of faculty‐members administering at least one proctored remote examination, these heterogeneous sources of data allow us to investigate a unique and complementary perspective of the process. Some of the significant findings consist of the over‐all perception of the students' integrity by both groups surveyed;the discrepancy in the groups' perspectives of the adequate form of learning‐assessment—with the instructors preferring proctored examinations and the students—formative‐assessment;and the influence of the pedagogical challenges on the perception of validity that outweighed other factors, for example, the pandemic‐related stress, the on‐line assessment challenges and other. [ FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This 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 . (Copyright applies to all s.)