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Do Human Proctors and Anxiety Affect Exam Scores in Open-book Online Exams? A Field Experiment

Author

Listed:
  • Ignacio Sarmiento Barbieri

    (Universidad de los Andes)

  • Eric Chiang

    (University of Nevada)

  • José Vázquez

    (University of Illinois)

Abstract

As online course offerings become increasingly prevalent in institutions of higher learning, online assessments offer several key advantages, including reduced administrative costs, the ability to use a variety of multimedia resources, and faster results. To reduce the potential for academic dishonesty in online assessments, various proctoring solutions exist,though their effectiveness has not been studied in depth. Using randomized controlled trials, thispaper analyzes the role of human proctors used in online assessments, a preventative measure used in testing centers and classroom settings where students complete assessments online but under supervision. Moreover, we study the effect of self-reported test anxiety on exam scores, which can be heightened in the presence of a proctor, creating a negative effect on student performance. Our analysis also investigates the effect of proctoring and anxiety by gender andgrade point average to further explore the impact that proctoring has on student performance

Suggested Citation

  • Ignacio Sarmiento Barbieri & Eric Chiang & José Vázquez, 2024. "Do Human Proctors and Anxiety Affect Exam Scores in Open-book Online Exams? A Field Experiment," Working Papers 320, Red Nacional de Investigadores en Economía (RedNIE).
    • Handle: RePEc:aoz:wpaper:320
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    File URL: https://rednie.eco.unc.edu.ar/files/DT/320.pdf
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    References listed on IDEAS

    as
    1. Bosshardt, William & Chiang, Eric P., 2018. "Evaluating the effect of online principles courses on long-term outcomes," International Review of Economics Education, Elsevier, vol. 28(C), pages 1-10.
    2. Mary Ellen Benedict & John Hoag, 2002. "Who's Afraid of Their Economics Classes? Why are Students Apprehensive about Introductory Economics Courses? An Empirical Investigation," The American Economist, Sage Publications, vol. 46(2), pages 31-44, October.
    3. Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October.
    4. repec:wly:soecon:v:82:3:y:2016:p:1021-1038 is not listed on IDEAS
    5. Azar, Ofer H. & Applebaum, Mark, 2020. "Do children cheat to be honored? A natural experiment on dishonesty in a math competition," Journal of Economic Behavior & Organization, Elsevier, vol. 169(C), pages 143-157.
    6. William Bosshardt & Eric P. Chiang, 2016. "Targeting Teaching Lecture Capture Learning: Do Students Perform Better Compared to Face‐to‐Face Classes?," Southern Economic Journal, John Wiley & Sons, vol. 82(3), pages 1021-1038, January.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Academic integrity; Proctoring methods; Test anxiety;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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