James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13(1), 19. http://doi.org/10.1186/s41239-016-0015-0
Lilley, M., Meere, J., & Barker, T. (2016). Remote live invigilation: A pilot study. Journal of Interactive Media in Education, 2016(1). http://doi.org/10.5334/jime.408
Draaijer, S., & Warburton, W. (2014). The emergence of large-scale computer assisted summative examination facilities in higher education. In M. Kalz & E. Ras (Eds.), Computer Assisted Assessment. Research into E-Assessment (pp. 28–39). Springer International Publishing. http://doi.org/10.1007/978-3-319-08657-6_3
SOONER project Netherlands: http://sooner.nu/about-the-project/
Beust, P., & Duchatelle, I. (2016) Innovative Practice Relating to Examination in Distance Learning. The Online, Open and Flexible Higher Education Conference, Università Telematica Internazionale UNINETTUNO, 21 October 2016. (https://conference.eadtu.eu/images/Proceedings/Conference_proceedings_2016_defcompressed2.pdf)
Expert information regarding the issues and possibilities surrounding online proctoring.
This Erasmus+ project comes to answer the need and aims to generate a pool of resources – research reports, focus groups, guiding tools, pool of admission experts – that will be useful to academic directors of Master’s programmes who want to base their admission decisions less on recognition of diplomas and more on assessment of the applicant’s’ competencies and that can concretely support them in this transformational process.