“Rather than providing them [teachers] with advanced online exam proctoring technologies, the field (and universities) should support them in ‘creatively’ navigating challenging situations like the Covid-19 pandemic and developing ‘radically’ innovative evaluation practices that can nurture a trusting pedagogical relationship and culture of formative assessment”, concludes this article published by the British Education Research Association, which analyses the impact of proctoring automated software on the educational system. The article tries to draw the line between what is accepted, and acceptable, for students and institutions and what simply damages performances and impeeds the fairness in exams undertaking, with a particular, focus on privacy and unfairness for students belonging to particular social groups and/or bearing physical disabilities. Furthermore, the article focuses on the importance of engaging learners in the discourse regarding teaching methods, to stimulate a productive conversation and develop critical thinking in the people involved, defining together a new teaching, and learning, way and new and unexplored opportunities.

https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13182