Online Testing: Comparison of Online and Classroom Exams in an Upper-Level Psychology Course

Sara A. Brallier^1, , Kerry A. Schwanz², Linda J. Palm² and Laura N. Irwin²

¹Department of Sociology, Coastal Carolina University, Conway, South Carolina, USA

²Department of Psychology, Coastal Carolina University, Conway, South Carolina, USA

Cite this paper:
Sara A. Brallier, Kerry A. Schwanz, Linda J. Palm and Laura N. Irwin. Online Testing: Comparison of Online and Classroom Exams in an Upper-Level Psychology Course. American Journal of Educational Research. 2015; 3(2):255-258. doi: 10.12691/education-3-2-20

Abstract

The purpose of this study was to compare student performance on unproctored open book online exams to performance on traditional proctored paper and pencil exams. Data were collected over 12 semesters from students enrolled in a hybrid upper-level psychology course at a southeastern liberal arts university (N=274). In each semester the course was taught by the same instructor. During six semesters students completed the exams online and were allowed to use their textbook and notes; during the other six semester the students took the exams in the classroom, with the instructor present, and without access to their books and notes. Students scored significantly higher on the online exams compared to students who took the paper and pencil exams. Students who took the online exams scored significantly lower on the other course assignments compared to students who took the exams in the classroom. Additionally, students who took the online exams earned more As and Bs in the course than students who took the classroom exams. Implications for effectively incorporating online testing into a hybrid course are discussed.

Keywords:
hybrid courses online testing unproctored online exams

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