Faculty and Student Perceptions of Academic Integrity in Technology-Assisted Learning and Testing

The recent COVID-19 pandemic presented challenges to faculty (Fac) and students (Stu) uphold academic integrity when many classes transitioned from traditional remote. This study compared Fac Stu perceptions surrounding using technology assisted proctoring in online testing. Methods: College ( N = 150) 78) completed a survey about of use software for Wilcoxon rank-sum tests were used determine if there differences the distribution agreement between faculty. Results: agreed maintaining was priority (93 vs. 94%), that it is easier cheat (81 83%). Responses differed on whether effective at preventing dishonesty (23% 42% disagreed). 53% 70% perceived an invasion privacy. Only 7% 49% importance having policy tests, cheating setting likely associated with work (78 51%), given choice, 46% only 2% would choose software. Answers open-ended questions identified feelings stress anxiety by concerns privacy Fac. Conclusion: had similar ease tests. They perception software’s effectiveness deterring cheating, choosing give or take proctored test, place. Policies technology-assisted testing should be developed student input address privacy, anxiety, integrity.