Remote Proctoring in language assessment: Exploring the impact on test-takers’ scores and perceptions
Radosveta B. Valkova, Lancaster University, UK
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https://doi.org/10.58379/FCZM2855
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Volume 13, Issue 1, 2024
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Abstract: This study investigates test-takers’ scores, and their perceptions and experiences of remotely proctored (RP) tests in the context of medium-stakes language testing. Seventy English teachers from a Mexican university took Aptis, a computer-delivered British Council language proficiency test, available in test centre and remote versions. Scores, questionnaires, and interview data analyses revealed test-takers’ performance was significantly higher with RP for Reading while for Listening and Grammar & Vocabulary no statistically significant differences were observed. Although test-takers experienced anxiety and expressed mistrust in RP and Artificial Intelligence (AI) systems, they also perceived advantages such as greater comfort and practicality. The study highlights the importance of more research about RP systems and AI algorithms.
Keywords: remote proctoring, record and review proctoring, test-takers’ perceptions, artificial intelligence proctoring, test-takers’ performance