Comparison of Russian and Kazakhstan proctoring systems

Abstract

The article analyzes the problems faced by teachers in the context of the forced transition to distance learning in connection with the COVID-19 pandemic, when interaction with students was carried out only using information technologies. There are problems of organizing and conducting exams in remote access: the difficulties of identifying students, the use of proctoring technologies. The main problem of distance learning is objective assessment of knowledge. Online proctoring systems are one way to discourage student academic fraud. The article discusses the possibilities and problems of using the online proctoring system for online knowledge control. The possibility and feasibility of using proctoring technology in remote monitoring of the progress of university students, as a tool for personal identification are analyzed. Varieties of the proctoring procedure, classification of technologies based on the products of ProctorEdu, Examus, Oqylyq, Aero, Oes are considered, as well as the advantages and disadvantages of the proctoring system. The article notes that the Kazakhstani proctoring systems Oqylyq, Aero, Oes are not inferior to the Russian proctoring systems ProctorEdu, Examus. On the basis of the analysis of proctoring systems, the validity of its application was confirmed from the point of view of efficiency in terms of such indicators as the reliability of identity verification, reduction of time and material costs