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.
Authors and contributors
- AlSheikh Theeb, Thaer (Author)
- Sahin, AynurGul (Author)
- Abdelrahman, Salma (Author)
- Chuang, Rachel (Author)
- Affolter, Friedrich (Author)
- Al Mekdad, Bayan (Author)
- Sabboura, Rani (Author)
- Shequem, Yazeed (Author)
Citation
AlSheikh Theeb, 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? (No. 41). EdTech Hub. https://doi.org/10.53832/edtechhub.0123
Link to this record
https://docs.edtechhub.org/lib/T9NZ63T3
Key themes
- Online examinations
- Proctoring technologies
- Emergency contexts
Type
- Helpdesk Response
