Exams, where proctoring typically takes place, are considered high-stakes assessments and high-stress experiences for many students.
Exams are often summative in nature and relatively infrequent within a single course, representing the few opportunities students may have to demonstrate their learning or perform their aptitude with requisite skills and knowledge in that course. As a result, exams often carry significant weight in the calculation of a student's overall grade, making them high-stakes components of a course. As such, use of exams is at odds with fostering a growth mindset, a recommended teaching practice that has been shown to positively influence student learning and sense of belonging in academic environments.
Exams (and proctoring, by extension) introduce elements of stress that are not experienced equitably among students. Test anxiety, experienced by an estimated 15-22% of students, is negatively related to a number of educational performance outcomes as well as negative behavioral, physical, psychological, or emotional responses (Thomas et al., 2017; von der Embse et al., 2018; Woldeab & Brothen, 2021; Zunhammer et al., 2013). For students of marginalized or underrepresented identities in the classroom, stereotype threat, ableism, disability stigma, and other implicit biases of instructors are significant sources of additional stress.
The proctoring environment can often be a barrier in its own right for students with disabilities and medical conditions which impact their mobility and motor skills. Proctored exams may be particularly difficult for "students with certain medical conditions such as neuromuscular disorder or spinal injuries that prohibit them from sitting for long periods" (Swauger, 2020). Increased scrutiny of student eye movements and gaze as well as an expectation of stillness may impact "students with visual impairments such as blindness or nystagmus or students who identify as autistic or neuro-atypical" as well as neurodivergent students who manage their attention and focus by "reading [questions] out loud, listening to music," and fidgeting or stimming (Swauger, 2020).
Timed, high-stakes exams may also assess––and penalize students for failing to demonstrate––knowledge, skills, and abilities (or constructs) which are not relevant to the learning outcome that the assessment is intended to measure (CAST, n.d.). For example, assigning a timed, handwritten essay as a class midterm to assess a student's literary analysis skills will also measure for handwriting skills, time-management, recall, and fine motor control. Such construct irrelevant features are likely to have a significant (negative) impact on students of marginalized or underrepresented identities (Rose et. al, 2008).