Online evaluation presents significant challenges in ensuring the authorship and integrity of the evaluated tasks. Easy access to external resources, the use of emerging technologies such as Artificial Intelligence, and the troubles of real-time supervision are some of the challenges faced by professors. In this context, it is crucial to implement tools and methodologies that ensure the authenticity of the process.
This work aims to analyze the perception of university faculty regarding the effectiveness of online proctoring methods to prevent academic fraud. To this end, a survey was conducted, structured into four thematic blocks: technological competence, teaching practices, use of proctoring tools and institutional resources.
The results reveal that, among the 78 survey respondents, 73% consider online evaluation less effective in preventing fraud. Additionally, 50.6% have detected cases of identity fraud or plagiarism in such evaluations. Also, the most used tasks (group projects and quizzes) are those perceived as the most difficult to control. Plagiarism detection software “Turnitin” and synchronous supervision via videoconference are the most used tools to prevent fraudulent practices, but other technologies remain underutilized. In this scenario, 61% of respondents see the need for further training on this topic. In conclusion, there is a clear need to improve faculty training and to promote the use of technologies that help to ensure the online evaluation integrity.
Online evaluation presents significant challenges in ensuring the authorship and integrity of the evaluated tasks. Easy access to external resources, the use of emerging technologies such as Artificial Intelligence, and the troubles of real-time supervision are some of the challenges faced by professors. In this context, it is crucial to implement tools and methodologies that ensure the authenticity of the process.
This work aims to analyze the perception of university faculty regarding the effectiveness of online proctoring methods to prevent academic fraud. To this end, a survey was conducted, structured into four thematic blocks: technological competence, teaching practices, use of proctoring tools and institutional resources.
The results reveal that, among the 78 survey respondents, 73% consider online evaluation less effective in preventing fraud. Additionally, 50.6% have detected cases of identity fraud or plagiarism in such evaluations. Also, the most used tasks (group projects and quizzes) are those perceived as the most difficult to control. Plagiarism detection software “Turnitin” and synchronous supervision via videoconference are the most used tools to prevent fraudulent practices, but other technologies remain underutilized. In this scenario, 61% of respondents see the need for further training on this topic. In conclusion, there is a clear need to improve faculty training and to promote the use of technologies that help to ensure the online evaluation integrity. Read More
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