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Der Buchbeitrag ist ein inhaltlicher Auszug aus der online verfügbaren Vollversion, veröffentlicht als: Rüegg, M., & Messenzehl-Kölbl, L. (2023). Automatisierte Fernprüfungsaufsichten strategisch und konzeptionell planen: ein Vademecum für Bildungseinrichtungen. LeLa - LernLabor Hochschuldidaktik für Digital Skills. https://doi.org/10.21256/zhaw-2461, Während der Coronavirus Pandemie in den Jahren 2020/21 wurde an der Zürcher Hochschule für Angewandte Wissenschaften (ZHAW) punktuell eine automatisierte Fernprüfungsaufsicht eingesetzt. Basierend auf dieser Erfahrung berichten die Autoren über die strategische und konzeptionelle Planung von Fernprüfungsaufsichten. Die Autoren stellen die Grundformen digitaler Prüfungsaufsichten gegenüberund zeigen deren Vor- und Nachteile auf. Den Abschluss des Beitrags bilden Gelingensbedingungen für die Einführung von automatisierten Fernprüfungsaufsichten

Eine Kurzversion ist veröffentlicht als: Rüegg, Michael/Messenzehl, Lisa (2024). Digitale Fernprüfungsaufsichten wirksam gestalten. In: Charlotte Axelsson/Dana Blume/Benno Volk, Bildung, Praxistransfer und Kooperation (287-306). Bielefeld: transcript Verlag. https://doi.org/10.14361/9783839471807-014, Während der Coronavirus-Pandemie 2020/21 wurde an der Zürcher Hochschule für Angewandte Wissenschaften (ZHAW) punktuell eine automatisierte Fernprüfungsaufsicht zur Sicherstellung der akademischen Integrität eingesetzt. Basierend auf den dabei gemachten Erfahrungen berichten die Autoren über die strategische und konzeptionelle Planung von Fernprüfungsaufsichten. Sie stellen die Grundformen von digitalen Prüfungsaufsichten gegenüber und zeigen deren Vor- und Nachteile auf. Im weiteren Verlauf wird insbesondere der Einsatz automatisierter Fernprüfungsaufsichten vertiefend besprochen. Praxisnahe Leitfragen, Übersichtstabellen und Checklisten helfen Entscheidungsträgern, die Nützlichkeit und Risiken von Fernprüfungsaufsichten für die eigene Bildungseinrichtung einzuschätzen und deren Einsatz strategisch und konzeptionell zu planen.

During the COVID-19 sanitary crisis of 2020, many exams were hastily moved to online mode. This revived a much-needed debate on the privacy issues of online proctoring of exams, while the validity and fairness of unproctored exams were increasingly questioned. In a randomized control trial, we send a targeted warning to half of the students who were identified as cheaters in previous exams. We then compare their cheating behavior at the final exam to the group of unwarned cheaters. Preliminary results show that the warning proves effective but does not completely annihilates cheating as the cheating strategies of some students become more sophisticated. We conclude that switching traditional exams to online mode should come with proctoring. When proctoring is not possible, credible and effective anti-cheating technologies should be deployed, together with adequate warnings.

The case illustrates the difficult, but successful, journey of choosing and implementing an e-surveillance tool in a Swiss public university during the COVID-19 health crisis. The importance of this case is to show the difficulty of using new technologies in the public administration, given the conjuncture of several aspects in this type of project, especially for academic projects. This feedback also shows the technical, pedagogical and ethical challenges to be consolidated in order to maintain academic integrity in times of crisis.

Background: Online and blended learning need an appropriate assessment strategy which ensures academic integrity. During the pandemic, many universities have chosen for online proctoring. Although some earlier examples suggest that online proctoring may reduce cheating, the potential side-effects of proctoring are largely unknown. Objectives: Therefore, this study aims to identify the effects of proctoring on students' self-reported temptation to cheat and potentially undesirable side-effects, including test anxiety, perceived exam difficulty, and performance. In addition, we examine which contextual and student characteristics affect test anxiety during online exams. Methods: For this, we collected four waves of survey data throughout a year of teaching during the pandemic at one faculty of a Dutch university, resulting in a total sample of 1760 students within 105 courses. Results and Conclusions: Multi-level analyses showed that while proctoring had no effect on the temptation to cheat, exam difficulty or performance, students reported higher levels of test anxiety. Some learning strategies, internet literacy, access to a reliable technology and a dedicated study space as well as gender and financial stress affect their test anxiety. To conclude, the decision to use online proctoring needs to consider the undesirable side-effect on test anxiety. We discuss practical implications for university administrators, educational designers and teachers to reduce test anxiety.

[EN] The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

[EN] The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

[EN] The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

[EN] The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

[EN] The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

The article describes the technique of assessment and selection criteria of a massive open online course for its application in the system of formal education The technique is developed on the basis of the analysis of structure and the used didactic materials of the existing courses, В статье представлена методика оценки и критерии отбора массового открытого онлайн-курса для его применения в системе формального образования, разработанная на основе анализа структуры и используемых дидактических материалов существующих курсов