| | April - 20238IN MY OPINION By Gloria Niles, Director of Online Learning, University of Hawai`i SystemMITIGATING ASSESSMENT-RELATED STRESS DURING ONLINE PROCTORED EXAMSGloria NilesFacing a high-stakes summative assessment evokes emotions and varying levels of stress regardless of the modality of the testing environment. Differing levels of stress factors in the environment can impact how learners respond to new stressors when they arise in the educational setting. Stress evokes emotions, and emotions can positively or negatively impact brain functions associated with attention, memory, and motivation. When considering assessments in digital learning environments, particularly remotely proctored online exams, it is important to understand how neuroscience and exam performance intersect, particularly when the testing environment is proctored via the learner's webcam.Digital learning, like all forms of education, involves assessments measuring both gains in knowledge as well as the effectiveness of the instruction. Assessment data is used as a measurement of students' attainment of learning outcomes for the purposes of grading. Additionally, data for course assessments inform the instructional efficacy and the viability of curricula and educational programs. Due to the high stakes associated with summative assessments, a direct correlation between heightened levels of test anxiety and lower exam performance has been well documented in the literature. However, Woldeab and Brothen (2019) conducted some of the first research assessing the effect of remotely proctored online exams on student test anxiety and exam performance. This study found that one of the main concerns about online proctoring was "proctor intrusiveness," with students reporting feeling uncomfortable while being remotely proctored, particularly for students with high test anxiety.A study conducted by Heissel, et al. (2022) observed that students' level of a stress hormone, cortisol, rises approximately 15% on average during the week when high stakes standardized tests are given as compared to weeks without high-stakes tests. While the emotional responses preceding a high-stakes exam may enhance motivation and exam performance, large spikes in cortisol levels can lead to a lack of attention, memory recall, and task performance. The release of cortisol results from neurological signals from an almond-shaped structure in the brain known as the amygdala. The amygdala monitors perceived danger or threats in the environment. In turn, the brain reacts by generating physiological responses to direct attention and actions accordingly to address the threat. Accompanying emotional responses of fear, anxiety, and heightened levels of alertness to sensory signals in the environment prevail.Students whose identities have been historically marginalized may have lived experiences associated with being subjected to unwarranted surveillance based on stereotypes and assumptions. Therefore, the feeling of proctor intrusiveness can be an added stressor if such lived experience triggers an amygdala response. In this case, the amygdala is reacting to a stereotype threat; a perceived threat arising in a situation to which a negative stereotype about one's group applies. The work of the Algorithmic Justice League raises awareness about the impact of bias in artificial intelligence (AI).Institutions, educators, and online proctoring services can each take measures to promote emotional well-being to mitigate test anxiety while simultaneously upholding academic
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