Abstract
The issues of academic integrity across online and in-person assessments were addressed by analyzing student total, conceptual, and numerical performance scores in the three modes of assessment: (1) In-person assessment with proctoring; (2) Online unproctored assessment; and (3) Respondus assessment online with proctoring. It was identified that the Respondus assessment allowed achieving statistically the same assessment results as those for the In-person assessments with proctoring. It was also discovered that the online or in-person course format and proctoring a test were significantly associated with all score types. In addition, the authors recommended some improvements to academic integrity of online assessment.
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