Testing Proctoring

Probably a bit of shorter post for me this week as I am still working through the sadness and frustration of the lack of inclusion I see every day.

I have been thinking a lot about modelling practices this week and how there is still such poor modelling in places where you would expect better. Like on social media from accounts who should know better (like governmental, institutional, or social justice, and equity folk). I am also thinking about the fall and what preparing folk for an uncertain fall delivery looks like in practice. I am thinking about the different elements and factors that need to be part of a support for fall. I am thinking of course about the many articles about proctoring and academic integrity and the inequities those systems perpetuate and the gaps in pedagogical reflection that need to be supported in a drive to online proctoring. 

It made me think of a post by Jennifer Gonzalez from 6 years ago about dogfooding, which is the process of doing the assignments that you design. Though aimed at a K-12 audience this advice works from K-16. It asks you to actually do the assignment as design to check things like clarity of instruction, timing, level of complexity and alignment to objectives. Sometimes this may require a colleague or someone like an educational developer because it is difficult to see these gaps in the assessments as designed if you are the person who designed them. 

Of course this mentally led me to online proctoring and how if a test or assessment is to be set up to use an online proctoring system it is of course very important to test the proctoring system one wants to use to see how the affordances work. 

So I set up a series of questions below that instructors could input into their LMS proctoring system of choice to model the kind of testing environment their students would expect. That would include often having to take pictures of their living space in order to check that there was no papers, words, or any random things on the walls that could constitute an offense. It would mean having a camera and mic on and to make sure that one is in a clearly lighted room with absolutely no disturbances what so ever. No pets, no toddlers. Doesn't matter if your house is on fire. When you are ready to take the test press the button and here are the 4 questions you need to answer. No resources, no web aides, no books are permitted. You have 15 minutes. This should be pretty straight forward since you understand the pedagogy that informs using online proctoring services. Good luck!

1. In one paragraph (minimum 10 sentences) explain the difference between course learning outcomes and objectives.

2. In one paragraph (minimum 10 sentences) explain what scaffolding is in higher education course design and assessment strategies.

3. In one paragraph (minimum 10 sentences) explain the difference between summative and formative assessments.

4. In one paragraph (minimum 15 sentences) identify one educator/psychologist/theorist and the foundational work that strongly influences your teaching and learning. Explain why this person is so influential and how you came to their work. In your paragraph please include, the decades when this educator was influential and clearly indicate what learning theory this educator espoused in their work.