Students’ Perception on E-Proctoring System for Online Assessment

Annamaria De Santis
University of Modena and Reggio Emilia

Claudia Bellini
University of Modena and Reggio Emilia

Katia Sannicandro
University of Modena and Reggio Emilia

Tommaso Minerva
University of Modena and Reggio Emilia


Online exams organization increased during the Covid-2019 pandemic. E-proctoring tools represented one of the systems used to take tests and monitor students’ behaviour and integrity. Previous studies on the theme analysed the ease, technical issues and reliability of the system, students’ academic results and digital skills in using online tools, effect of proctored testing on anxiety and performances. The paper presents the results of the questionnaire administered to 541 students at University of Modena and Reggio Emilia to define how the use of e-proctoring systems for exams affects students’ perceptions about their performances and teachers’ role and impacts on concentration, attention, time management, anxiety, understanding, and motivation. The sample was predominantly divided into two equivalent groups in the answers: students who found positive elements in the experience, and students who saw the anxiety worsening using Smowl; students who were ready to use this tool with or without teachers also in the future, and students who found worrying the distance from the teacher. The exception to these results is students in Digital Education course degree who demonstrate greater confidence in proctored testing. The inquiry underlines teachers’ necessity to accurately design the exams and communicate with students in all teaching moments (include assessment).

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