The Right Amount of Pressure: Implementing Time Pressure in Online Exams

Autor/inn/en	Stadler, Matthias; Kolb, Nicola; Sailer, Michael
Titel	The Right Amount of Pressure: Implementing Time Pressure in Online Exams
Quelle	In: Distance Education, 42 (2021) 2, S.219-230 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stadler, Matthias) ORCID (Kolb, Nicola) ORCID (Sailer, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.1911629
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Computer Assisted Testing; Cheating; Time; Science Tests; Student Attitudes; Student Behavior; Timed Tests; Foreign Countries; College Students; Scores; Time on Task; Germany + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prellen; Zeit; Schülerverhalten; Student behaviour; Ausland; Collegestudent; Zeitaufwand; Deutschland
Abstract	To slow the spread of COVID-19, many universities have had to move to online teaching, which entails changing exams from in-person to online. Online exams can facilitate cheating when there is no direct proctoring. To provide some form of control in unproctored exams, Cluskey et al. (2011) suggested having substantial time pressure; yet there are no clear recommendations on how to implement it. We conducted an experiment comparing three implementations of time pressure (individual allocation of time, equal time for each task, and time-based on task length) in a low-stakes educational sciences exam. Students differed in their answering strategies and objective performance but not in their evaluations of the different conditions. We suggest having equal time for each task to maximize students' performance with minimal opportunities to cheat. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01