Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts?

Resource type
Report
Authors/contributors
Title
Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts?
Abstract
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
Report Number
41
Report Type
Helpdesk Response
Institution
EdTech Hub
Date
2022-08-31
Language
en
Call Number
0123
Rights
Creative Commons Attribution 4.0 International
Citation
AlSheikhTheeb, T., Sahin, A., Abdelrahman, S., Chuang, R., Affolter, F., Al Mekdad, B., Sabboura, R., & Shequem, Y. (2022). Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? (Helpdesk Response No. 41). EdTech Hub. https://doi.org/10.53832/edtechhub.0123
Education systems
Educational level
Language of publication