Attempting to circumvent the intended monitoring protocols of a remote assessment conducted via a webcam involves employing methods to gain an unfair advantage. This could manifest through strategies such as using pre-recorded video, employing secondary devices to access information, or manipulating the webcam’s field of view.
The motivation behind seeking to subvert webcam test proctoring often stems from pressure to achieve high scores, anxiety surrounding the testing environment, or a belief that the assessment is not a true measure of knowledge. Historically, as remote learning and assessment have become more prevalent, so too have efforts to bypass the security measures implemented to maintain academic integrity. The perceived benefit is an enhanced performance outcome, albeit achieved through dishonest means.
