Abstract
This article presents the experiences of a Chemistry professor who has implemented an online instructional methodology that utilizes freely available technology allowing verification and real-time proctoring of online assessments. The developed online proctoring methodology incorporates the direct use of students’ smartphones and devices during online assessments. Instructor prepared videos that visually illustrate an “online assessment rubric” and how students may meet the rubric by fully showing their “workspace” when taking an online assessment appear to play a major role in the successful implementation of this methodology with an objective that includes the prevention of academic dishonesty. Advantages of the flipped classroom format, daily proctored quizzes, use of document camera, multiple screens, and breakout sessions also played a role. Evidence of academic dishonesty, its prevention, along with mistakes and best practices in creating a viable proctored academic environment when using Webex, Teams, and Blackboard was observed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
