Abstract
The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.
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