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Related Experiment Video

Updated: Aug 31, 2025

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Changes in Academic Performance after Transitioning to Remote Proctoring: A Before-After Evaluation.

Elizabeth A Hall1, Madison B Roberts1, Katharyn A Taylor1

  • 1Department of Clinical Pharmacy and Translational Science, College of Pharmacy, University of Tennessee Health Science Center, Memphis, TN 38163, USA.

Pharmacy (Basel, Switzerland)
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Remote proctoring

Keywords:
COVID-19academic performanceassessmentproctoringtesting anxiety

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Area of Science:

  • Distance education
  • Academic integrity
  • Educational technology

Background:

  • Remote proctoring is widely used in distance education to uphold academic integrity.
  • The impact of remote proctoring on student academic performance requires further investigation.
  • The COVID-19 pandemic accelerated the adoption of remote proctoring in educational settings.

Purpose of the Study:

  • To evaluate the effect of remote proctoring on student examination scores.
  • To analyze score changes in relation to testing anxiety and cumulative grade point average (GPA).
  • To determine if remote proctoring influences academic performance differently across student cohorts.

Main Methods:

  • A quasi-experimental, before-after study design was employed.
  • 384 student pharmacists were analyzed, serving as their own controls.
  • Students were categorized by testing anxiety (Cognitive Test Anxiety Scale-Second Edition - CTAS-2) and GPA.

Main Results:

  • First-year students' examination scores significantly decreased with remote proctoring.
  • Second-year students' examination scores significantly increased with remote proctoring.
  • No significant score differences were observed when stratified by CTAS-2 score or GPA for first-year students; second-year students with higher GPAs showed score improvements.

Conclusions:

  • Remote proctoring's impact on examination scores is not uniform across all students.
  • Factors such as academic year and GPA may influence score changes under remote proctoring.
  • The study suggests that remote proctoring does not consistently improve or decrease academic performance.