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ERIC Number: EJ1082856
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 27
ISSN: EISSN-1812-9129
Proctored and Unproctored Test Performance
Brallier, Sara; Palm, Linda
International Journal of Teaching and Learning in Higher Education, v27 n2 p221-226 2015
This study examined test performance as a function of test format (proctored versus unproctored) and course type (traditional versus distance). The participants were 246 undergraduate students who completed introductory sociology courses during four semesters at a southeastern university. During each semester, the same instructor taught a traditional lecture section and a distance section of the course. Students in both course types took unproctored online tests in two semesters while students in both course types took proctored classroom paper-and-pencil tests in the other two semesters. Students scored significantly higher on the unproctored online tests than on the proctored classroom tests. There was no significant difference in test performance between students enrolled in distance courses and those enrolled in lecture courses. Additionally, no significant interaction was found between test format and course type. Implications of these results for the design and structure of online and hybrid courses are discussed.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A