Mitigating Assessment-Related Stress During Online Proctored Exams

Gloria Niles, Director of Online Learning, University of Hawai‘i System

Facing a high-stakes summative assessment evokes emotions and varying levels of stress regardless of the modality of the testing environment. Differing levels of stress factors in the environment can impact how learners respond to new stressors when they arise in the educational setting. Stress evokes emotions, and emotions can positively or negatively impact brain functions associated with attention, memory, and motivation. When considering assessments in digital learning environments, particularly remotely proctored online exams, it is important to understand how neuroscience and exam performance intersect, particularly when the testing environment is proctored via the learner’s webcam.

Digital learning, like all forms of education, involves assessments measuring both gains in knowledge as well as the effectiveness of the instruction. Assessment data is used as a measurement of students’ attainment of learning outcomes for the purposes of grading. Additionally, data for course assessments inform the instructional efficacy and the viability of curricula and educational programs. Due to the high stakes associated with summative assessments, a direct correlation between heightened levels of test anxiety and lower exam performance has been well documented in the literature. However, Woldeab and Brothen (2019) conducted some of the first research assessing the effect of remotely proctored online exams on student test anxiety and exam performance. This study found that one of the main concerns about online proctoring was “proctor intrusiveness,” with students reporting feeling uncomfortable while being remotely proctored, particularly for students with high test anxiety.

A study conducted by Heissel, et al. (2022) observed that students’ level of a stress hormone, cortisol, rises approximately 15% on average during the week when high stakes standardized tests are given as compared to weeks without high-stakes tests. While the emotional responses preceding a high-stakes exam may enhance motivation and exam performance, large spikes in cortisol levels can lead to a lack of attention, memory recall, and task performance. The release of cortisol results from neurological signals from an almond-shaped structure in the brain known as the amygdala. The amygdala monitors perceived danger or threats in the environment. In turn, the brain reacts by generating physiological responses to direct attention and actions accordingly to address the threat. Accompanying emotional responses of fear, anxiety, and heightened levels of alertness to sensory signals in the environment prevail.

Students whose identities have been historically marginalized may have lived experiences associated with being subjected to unwarranted surveillance based on stereotypes and assumptions. Therefore, the feeling of proctor intrusiveness can be an added stressor if such lived experience triggers an amygdala response. In this case, the amygdala is reacting to a stereotype threat; a perceived threat arising in a situation to which a negative stereotype about one’s group applies. The work of the Algorithmic Justice League raises awareness about the impact of bias in artificial intelligence (AI).

“Acknowledging the pivotal role of emotions and stress in students’ cognitive efficiency and, ultimately, their exam performance in the digital learning environment can decrease the discomfort of perceived intrusiveness associated with online proctored exams.”

Institutions, educators, and online proctoring services can each take measures to promote emotional well-being to mitigate test anxiety while simultaneously upholding academic integrity. Collectively creating a culture of academic honesty that builds trust can empower learners to perform optimally when learning is being assessed in an online proctored setting. Below are five actions to promote a supportive assessment experience within digital learning environments.

Authentic assessments are designed to demonstrate the attainment of learning outcomes with the real-world, career-ready application. Instructors can design assessments where students have the opportunity to share their work beyond an audience of one, referring to the one person who grades their work. When students are able to connect the assessment to how their knowledge, skills and abilities will be applied beyond the course generates positive emotions of pride, competence, and self-confidence.

Regular and substantive interactions initiated by the instructor through personalized feedback on formative assessments build learners’ assurance and awareness of their strengths and specific areas that need additional focus. Learners who receive individualized, constructive feedback throughout the digital learning experience approach summative assessments to feel supported and connected to their instructor.

General well-being resources offered by the institution, such as academic support services for test-taking strategies focused on online proctored exam settings and virtual counselling services to provide strategies to decrease symptoms of test anxiety, should be available to support learners. Institutional efforts to address student mental health create a culture of well-being that promotes emotional well-being.

Creating a culture of academic honesty by providing professional development that empowers educators to have proactive conversations about academic integrity with learners supports a culture of academic honesty. Establish clear expectations for learner behaviors during assessments. Having ongoing discussions with learners provides an opportunity to explain why exam parameters are in place and how the assessment design enhances the learners’ application of the competency being assessed.

Provide proctor services that blend AI with human interactions with live proctors who are trained to identify and mitigate signs of test anxiety. Train proctors to implement culturally responsive approaches by providing supportive services that presume honesty and integrity. Intentionally avoid creating the perceived expectation of catching dishonest behavior. The proctoring service industry is continually evolving to support a wider variety of assessments, such as virtual demonstrations and presentations, in addition to multiple choice and written exams. Blended forms of online proctoring can support educators who provide learners with multiple means of expression through the Universal Design for Learning framework.

Digital learning will continue to advance, with evolving AI improving the options for multiple types of assessments to be proctored remotely. Yet it is important to humanize the digital assessment environment by creating a supportive test-taking experience that promotes brain activity that is primed to promote optimal task performance during the proctored exam experience. Acknowledging the pivotal role of emotions and stress in students’ cognitive efficiency and, ultimately, their exam performance in the digital learning environment can decrease the discomfort of perceived intrusiveness associated with online proctored exams. Creating a culture of academic honesty, supporting students with academic support resources, and personalized formative feedback can help to mitigate the uncomfortable emotional responses and heightened test anxiety that can be associated with online proctored exams.

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