Vol. 34 No. 1 (2019)
Research Articles

21st Century assessment: Online proctoring, test anxiety, and student performance

Daniel Woldeab
Metropolitan State University
Thomas Brothen
University of Minnesota

Published 2019-08-30


  • online proctoring,
  • learning,
  • test anxiety,
  • worry,
  • emotionality

How to Cite

Woldeab, D., & Brothen, T. (2019). 21st Century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 34(1). Retrieved from https://ijede.ca/index.php/jde/article/view/1106


It is safe to say that online leaning has found a permanent place in higher education. Conventional higher education institutions are also gradually embracing it across the United Sates. As online learning surfaces as the new model of contemporary education both in the United States and worldwide, ensuring exam integrity in the online environment is becoming a major challenge to many higher education institutions. To meet this challenge, many of these institutions are outsourcing the examination aspect of their education to online proctoring service providers. The present study, which was conducted on a total of 631 students, assesses the effect of online proctored exams on student test anxiety and exam performance. This study shows that high trait test anxiety results in lower exam scores and that this is especially true for those students with high text anxiety taking exams in an online proctored setting.

Évaluation au 21e siècle: surveillance en ligne, anxiété aux tests et rendement des élèves

Résumé: On peut affirmer sans risque que l’apprentissage en ligne a trouvé une place permanente dans l’enseignement supérieur. Les établissements d’enseignement supérieur conventionnels l’adoptent également progressivement aux États-Unis. Alors que l’apprentissage en ligne apparaît comme le nouveau modèle de l’éducation contemporaine tant aux États-Unis que dans le monde entier, assurer l’intégrité des examens dans l’environnement en ligne devient un défi majeur pour de nombreux établissements d’enseignement supérieur. Pour relever ce défi, bon nombre de ces établissements confient l’aspect examen de leur formation à des fournisseurs de services de surveillance en ligne. La présente étude, qui a été menée sur un total de 631 étudiants, évalue l’effet des examens en ligne surveillés sur l’anxiété des étudiants et leur performance aux examens. Cette étude montre que lorsque le niveau d’anxiété détecté par le test est élevé, les résultats d’examen sont plus faibles et que cela est encore plus fort pour les étudiants dont l’anxiété est élevée qui passent des examens dans un contexte de surveillance en ligne.

Mots clés: surveillance en ligne, apprentissage, test d’anxiété, inquiétude, émotivité


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