Redesign of online proctored exams for STEM learners in higher education institutions: proposal for incorporating higher-order thinking skills and democratic pedagogy via OPERHOT platform

Abstract

Abstract In response to the challenges presented by the COVID-19 pandemic, this paper proposes an exam system for STEM students that effectively test higher-order thinking skills, such as the ability to apply, create, evaluate, and analyse. Higher education institutions (HEIs) must incorporate all three strands of democratic STEM pedagogy, namely student voice, shared and transformational authority, and STEM criticality, according to empathy interviews with educators. It is imperative that these strands are reflected in the assessments of students within HEIs. During the pandemic, it became evident that the lack of a suitable proctored online examination system impeded the accurate and fair evaluation of students. This circumstance was in stark contrast to the offline mode of examination, which permitted monitoring and control. Notably, many students struggled to answer questions requiring higher-order thinking, with responses frequently identical in unproctored online examinations or settings with insufficient proctoring mechanisms, especially in contexts with limited resources. Consequently, there is an urgent need to redesign the online proctored test system in accordance with STEM criticality and student voice. To address this need, this paper proposes the creation of OPERHOT, a proctored online exam system integrated with random questions requiring higher-order thinking. This system employs a timed assessment methodology and requires students to keep their cameras on throughout the examination. By implementing OPERHOT, a proper and secure online evaluation of students can be made possible. In addition, this system will strengthen the online education and assessment systems in HEIs, thereby promoting integrity and enhancing the learning experience. In addition, the adoption of OPERHOT will also improve the assessment process and contribute to the enhancement of online education and assessment in HEIs as a whole. This reimagined system will catalyse the development of a robust and inclusive learning environment that encourages students’ voices and equips educators to foster the growth of critical thinking and problem-solving skills. This perspective aims to address the pressing need for an updated and effective proctored assessment system in the online educational landscape while promoting STEM critical thinking and student voice. The OPERHOT platform is at the ideation stage, and once developed, it may be tested in a few HEIs. Based on the feedback from educators and other stakeholders, it can be further modified to make it more inclusive and accessible and can be offered to other HEIs for wider piloting.