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The onset of the COVID-19 pandemic changed the landscape of education and ledto increased usage of remote proctoring tools that are designed to monitorstudents when they take assessments outside the classroom. While prior work hasexplored students' privacy and security concerns regarding online proctoringtools, the perspective of educators is under explored. Notably, educators arethe decision makers in the classrooms and choose which remote proctoringservices and the level of observations they deem appropriate. To explore howeducators balance the security and privacy of their students with therequirements of remote exams, we sent survey requests to over 3,400 instructorsat a large private university that taught online classes during the 2020/21academic year. We had n=125 responses: 21% of the educators surveyed usedonline exam proctoring services during the remote learning period, and ofthose, 35% plan to continue using the tools even when there is a full return toin-person learning. Educators who use exam proctoring services are oftencomfortable with their monitoring capabilities. However, educators areconcerned about students sharing certain types of information with examproctoring companies, particularly when proctoring services collectidentifiable information to validate students' identities. Our results suggestthat many educators developed alternative assessments that did not requireonline proctoring and that those who did use online proctoring services oftenconsidered the tradeoffs between the potential risks to student privacy and theutility or necessity of exam proctoring services.

Educators' Perspectives of Using (or Not Using) Online Exam Proctoring