id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-343764-xan5g88w	Butler-Henderson, Kerryn	A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	2020-09-22		.txt	text/plain	6320	304	37	We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. The development of online examination software has offered a systematic and technological alternative to the end-of-course summative examination designed for final authentication and testing of student knowledge retention, application, and extension. This paper is a timely exploration of the contemporary literature related to online examinations in the university setting, with the hopes to consolidate information on this relatively new pedagogy in higher education. The objective of this paper is to summarize the current evidence on online examination methods, and scholarly responses to authentication of learning and the mitigation of cheating, within the confines of assessment that enables learning and student wellbeing. A study of 69 psychology undergraduates identified that students who typically experienced high anxiety in traditional test environments had lower anxiety levels when completing an online examination (Stowell & Bennett, 2010) .	./cache/cord-343764-xan5g88w.txt	./txt/cord-343764-xan5g88w.txt