Title

Mathematics assessment integrity during lockdown: Experiences in running online un-invigilated exams

Author Identifier

Steven Richardson

ORCID : 0000-0002-5723-7346

Document Type

Journal Article

Publication Title

International Journal of Mathematical Education in Science and Technology

Publisher

Taylor & Francis

School

School of Science

RAS ID

39790

Comments

Richardson, S. (2022). Mathematics assessment integrity during lockdown: Experiences in running online un-invigilated exams. International Journal of Mathematical Education in Science and Technology, 53 (3), p. 662-672.

https://doi.org/10.1080/0020739X.2021.1986161

Abstract

During the 2020 COVID-19 lockdowns, one of the primary challenges faced by mathematics educators was maintaining assessment integrity when replacing invigilated assessments with online assessments. These assessments presented students with the opportunity to engage in misconduct in a manner that ordinarily would not exist. This was particularly true when online proctoring tools were not adopted. In this article, I present observations from running online un-invigilated assessments in two first-year calculus-based classes at Edith Cowan University (ECU). I outline the key principles applied in structuring the assessments and identify four styles of question that stood out as being less impacted by misconduct behaviours. I then identify some common indicators of potential misconduct, describe the approaches used to investigate potential breaches, reflect on student responses during misconduct interviews, and highlight an important consideration when establishing panels to review appeals against misconduct decisions in mathematics.

DOI

10.1080/0020739X.2021.1986161

Access Rights

subscription content

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

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