Abstract
Delivery of proctored exams on-screen has existed for more than 15 years. The pandemic has pushed the technology and its radical service encounter into the mainstream. But new visibility brings new responsibilities and issues to resolve. A gold rush of new and existing suppliers means many learners now have the new exam experience they needed while others have had challenging experiences. This article considers the remote proctoring market, the growth drivers, and how the vendors and exam owners need to improve, through an exploration of contemporary service delivery, such as suggested by Professor Clayton Christensen's Jobs To Be Done theory, and modern digital service encounters expected by learners.
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