Despite concerns about cheating, a recent study reveals that a significant number of UK universities continue to rely on online exams without supervision. The integrity of undergraduate assessment is at stake, as highlighted by academic integrity experts Philip Newton and Michael Draper from Swansea University. Their investigation showed that over three-quarters of UK universities still conduct remote online examinations, even years after the pandemic-related lockdown measures were lifted in 2021.
Of the 119 universities surveyed, 78% confirmed the ongoing use of online exams. Surprisingly, 74% of these institutions do not employ any proctoring service, while only 10% utilize remote invigilation for all online exams. The lack of supervision for a substantial number of examinations raises concerns about the validity of the assessment format and the overall quality assurance of degrees that incorporate such assessments.
The proliferation of chatbots like ChatGPT during the pandemic has exacerbated the issue, making it imperative for universities to address the potential risks associated with unsupervised online exams. Only a minority of institutions provided clear policies or guidance on security and integrity, with a mere 28% mentioning generative AI explicitly.
Philip Newton emphasized that university policies often put students in a difficult position, expecting them not to cheat without enforcing adequate measures. The prevalence of cheating in unsupervised online exams creates a dilemma for students, impacting their academic performance and future prospects.
The study also noted that some universities declined to disclose information, potentially underestimating the extent of the lack of invigilation. Despite these findings, a significant portion of institutions expressed no intention of phasing out online exams, highlighting a reluctance to abandon a flawed assessment format.
Experts advocate for a shift towards authentic assessment methods that are less susceptible to cheating, such as practical examinations or oral assessments. They argue that redefining acceptable academic practices is crucial, especially as universities plan to persist with online exams despite the identified shortcomings.
In conclusion, the study calls for a reevaluation of assessment practices to ensure academic integrity and the credibility of degrees awarded. The current reliance on unsupervised online exams poses a threat to the educational system, urging universities to prioritize integrity and authenticity in the assessment process.
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