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Leveling the Playing Field for Online Testing\ Royal, Patricia Bell, Paul
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The purpose of this research study was to follow up an original study that tried to determine if a relationship exists between test performance and test delivery methods, particularly for those taking proctored versus un-proctored online exams. The follow-up study replicated the previous research using the same students, instructor, and textbooks. The class was second semester sequence of a year-long course in applied sciences for undergraduate students. In the previous study students were randomly divided into two groups. One group completed exams via web-based delivery proctored, while the other half completed exams via we-based delivery un-proctored. In the current study, students who had previously taken exams un-proctored were now proctored while those who had previously taken proctored exams were now un-proctored. After three exams, a comparison of scores was analyzed to assess if a difference in mean test scores existed for the two groups. Although the difference in scores was not statistically significant, the test means scores for the un-proctored group were higher than scores obtained for the proctored group on all three exams. This pattern of test results replicated what had been previously found in the first study. Therefore, the results of both studies suggest that student achievement in on-line exams may be influenced by whether or not the test taker is supervised (proctored) or unsupervised (un-proctored). The implication of these findings for the design of on-line course assessments is discussed.
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