Assessment of remote proctoring tools for fair and reliable assessment: teacher educators’ perception

Abstract

This study investigates the perceptions of teacher educators from Michael Okpara University of Agriculture (MOUAU) and Alvan Ikoku University of Education (AIUE) regarding the efficacy of remote proctoring tools for fair and reliable assessment. A descriptive survey design was employed, utilizing a questionnaire validated by experts in relevant fields. The population of the study was 845 lecturers from both schools. A sample of 327 lecturers was used that were chosen through census and purposive sampling technique. Instrument for data collection was a structured questionnaire titled “Teacher-educators Questionnaire on Efficacy of Remote Proctoring Tools for Fair and Reliable Assessment” (TQERFR). The study found that both MOUAU and AIUE lecturers generally perceive remote proctoring tools positively, with mean responses exceeding the benchmark for acceptance. While there was a slight difference in mean responses between the two groups, statistical analysis showed that this difference was not significant. The findings suggest that both groups of teacher educators hold similar views regarding the effectiveness of remote proctoring tools for fair and reliable assessment. Recommendations include continuous training, addressing privacy concerns, improving technological infrastructure, promoting equity and accessibility, and advocating for further research in this area.

Keywords: Assessment, remote proctoring tools, fair, reliable, teacher educators’ perception.