Comparing  the predictive validity of English placement scores by proctor modality
Cindy L. James, Thompson Rivers University, Canada
Veronika Larsen, University of British Columbia, Canada
https://doi.org/10.58379/EJOE6596
Volume 15, Issue 1, 2026
Abstract: Entrance exams in higher education typically are proctored onsite by testing professionals or faculty members, but over the past two decades the utilization of remote proctoring services has become more common. To ensure remote proctoring is as effective as onsite proctoring, numerous studies investigating the comparability of test scores by proctor modality have been conducted, but very few have explored the predictive validity of test scores based on proctoring type. This study explored both issues by comparing the impact of onsite live and remote live proctoring on English entry assessment scores and subsequent performance in first-year English courses. The results revealed no significant differences in test scores on three English placement tests by proctor type, nor were there any significant differences in student performance in first year English courses. Factors related to active proctoring and features of the entrance exam provide some insight into these findings.
Keywords: first-year English, language testing, predictive validity, remote proctoring