Our response to the COVID-19 pandemic has required many of us to learn quite a bit about online instruction and assessment over the past nearly two years.  And, many of us had to adjust our way of using exams to assess student learning. In some disciplines, the use of Respondus Lockdown Browser, a technology that attempts to guard against cheating in online exams, has become necessary or desirable. Like all technologies, there are limitations to the efficaciousness of this technology—and serious questions to consider, prior to adopting it. I asked some of our CPHS faculty to have a conversation with me about why they use Respondus Lockdown Browser, and how they use it well—in ways that facilitate good student interaction with the software, and highlight best practices in online assessment. 

Andy Meisner, associate professor of pharmacy practice, told me, ““I think Respondus Lockdown Browser provides guard rails for students when taking paperless exams. Most of our students are digital natives and often have a knee-jerk response to Google something when they don’t know or unsure of the answer. If we plan to use exams that are built into an internet browser we are constantly offering the temptation to search rather than to think deeply.” Lynn Kassel, associate professor of pharmacy practice, echoes many of Andy’s thoughts about the technology, and adds that, beyond the COVID-related uses of Lockdown Browser, students who encounter them in their classes will be better prepared for board exams as they enter their professions. 

Both faculty acknowledge that there are things that can go wrong—quickly—with the use of the browser.  Andy cautions that the technology “comes with a whole host of default settings when you add it to your BlackBoard exams, but many of these may not make sense for your course. For example, do you want students to have to show the camera their student ID when you already know what they look like? What about giving access to students who use iPads? Review your settings, don’t just set it and forget it!” As a bonus, Andy provided this meme:

Andy told me the best thing a faculty member can do is,  “download your own copy of Respondus and take your own exam yourself. If the settings don’t make sense to you, they definitely won’t make sense to your students.”  Lynn adds, “it is really helpful for instructors to take the exam using the technology, to understand what you’re asking the learner to complete.”   

It also makes very good sense to share these links with students about how they can bring best practices to the online testing environment, and some answers to their frequently asked questions. 

Even more importantly, Drake’s learning management specialists have put together terrific articles to assist instructors in designing and deploying online exams.  You can find them here and here.  

Finally, Lynn stresses, if you are using this technology for online assessment, “Be sure that students have the tools available to get the technology fixed, or ensure that the syllabus allows for some flexible interpretation of these technology issues (e.g., exemption of grade versus absolutely 0). Consider student access regarding equity in access by asking yourself: does a student’s home internet connection allow for use of this technology or what additional resources need to be considered for them to utilize the platform?” In summary, she says, “be considerate/compassionate to technology issues.”

— Renée Cramer, Deputy Provost