Peyrin Kao

EECS Department, University of California, Berkeley

Technical Report No. UCB/EECS-2022-223

August 20, 2022

http://www2.eecs.berkeley.edu/Pubs/TechRpts/2022/EECS-2022-223.pdf

For most of 2020 and 2021, schools and universities around the world switched to remote instruction formats as a result of the COVID-19 pandemic. In particular, this meant that in-person assessments had to be adapted into an online format for remote delivery.

This report explores and documents various approaches to large-scale remote exams taken by the Electrical Engineering and Computer Science (EECS) department at UC Berkeley. Using both qualitative feedback from students and instructors and quantitative feedback from surveys and exam data, we analyze the benefits and drawbacks of several exam formats, exam delivery platforms, remote proctoring policies, and remote cheating detection strategies. We recommend a set of best practices and guidelines for large-scale remote exams and hybrid exams (where students can take the exam either in-person or remotely).

Well-designed remote exams have made significant progress in improving accessibility, flexibility, and stress reduction for students. Although classes are starting to transition back to in-person formats, we hope that these developments in remote exams can be retained and incorporated into future exams to create a more equitable learning environment for all.

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BibTeX citation:

@mastersthesis{Kao:EECS-2022-223,
    Author= {Kao, Peyrin},
    Editor= {Weaver, Nicholas and Garcia, Dan},
    Title= {Developing Accessible and Equitable Remote Exams at Scale During the COVID-19 Pandemic},
    School= {EECS Department, University of California, Berkeley},
    Year= {2022},
    Month= {Aug},
    Url= {http://www2.eecs.berkeley.edu/Pubs/TechRpts/2022/EECS-2022-223.html},
    Number= {UCB/EECS-2022-223},
    Abstract= {For most of 2020 and 2021, schools and universities around the world switched to remote instruction formats as a result of the COVID-19 pandemic. In particular, this meant that in-person assessments had to be adapted into an online format for remote delivery.

This report explores and documents various approaches to large-scale remote exams taken by the Electrical Engineering and Computer Science (EECS) department at UC Berkeley. Using both qualitative feedback from students and instructors and quantitative feedback from surveys and exam data, we analyze the benefits and drawbacks of several exam formats, exam delivery platforms, remote proctoring policies, and remote cheating detection strategies. We recommend a set of best practices and guidelines for large-scale remote exams and hybrid exams (where students can take the exam either in-person or remotely).

Well-designed remote exams have made significant progress in improving accessibility, flexibility, and stress reduction for students. Although classes are starting to transition back to in-person formats, we hope that these developments in remote exams can be retained and incorporated into future exams to create a more equitable learning environment for all.},
}

EndNote citation:

%0 Thesis
%A Kao, Peyrin 
%E Weaver, Nicholas 
%E Garcia, Dan 
%T Developing Accessible and Equitable Remote Exams at Scale During the COVID-19 Pandemic
%I EECS Department, University of California, Berkeley
%D 2022
%8 August 20
%@ UCB/EECS-2022-223
%U http://www2.eecs.berkeley.edu/Pubs/TechRpts/2022/EECS-2022-223.html
%F Kao:EECS-2022-223