Comparisons Of Proctored Versus Non-Proctored Testing Strategies In Graduate Distance Education Curriculum

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Diane J. Prince
Richard A. Fulton
Thomas W. Garsombke


Testing, Proctored Tests, Distance Education, Online Education, Curriculum, Internet, Pedagogical Strategies


The authors studied the testing pattern grades in four e-campus courses at Troy University with 76 graduate students. In their research, the authors found significant differences in average test grade scores between tests taken electronically without a proctor as compared to those administered using a live or a remote proctor overall. To control for differences among courses, a statistical test was solely conducted on the courses which had the same instructor, same text, and similar tests with comparable results; students scored significantly lower on proctored exams versus non-proctored exams. To enhance the quality of courses in the online environment, the researchers recommend several “best practices” pedagogical strategies based on their findings and an extensive literature review.


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