Is there evidence that there is a relationship between academic integrity and mental health during the Coronavirus pandemic?

Has the transition to online assessments during COVID-19 been a positive experience for students?

How can the experience of other universities and instructors help inform your own transition to online assessments?

Do faculty and student perceptions about academic integrity with online proctoring differ? If so, does it matter?

Do administrators and instructors understand how online proctoring affects students?

Do students with test anxiety perform better or worse with online or in-person proctoring?

Do average scores on online exams change based on whether or not the exam was proctored?

Do cheating strategies change when an in-class live proctor is used compared to a web-based proctor for online exams?

Can better assessment design reduce score advantages in unproctored assessments?

Richard, a professor of Strategic Management, recently found out that his exam questions were all leaked online. EXAMIND partnered with Richard to find out what the effect of leaked content was on student performance in both a proctored and unproctored setting. The results overwhelmingly suggest that EXAMIND’s approach that uses dynamic questions and non-invasive tactical deterrents is the best defence against leaked content.