> How good is their internet? How do you handle "my internet went down"? Or: I'm in this other timezone, your test is in the middle of the night! At Warwick, w

> How good is their internet? How do you handle "my internet went down"? Or: I'm in this other timezone, your test is in the middle of the night! At Warwick, we gave 24 hour windows for most online assessments. This resolves the timezone issue. Internet/connectivity and other claimed technical issues are handled by the existing mitigating circumstances process. Students are expected to provide evidence, and the development team is also involved in these cases (providing log data which may or may not support the claim). We have pretty good technical data, so it's usually fairly obvious as to whether the student's claim has any merit or not. The main advantage we have here is that we built the entire platform in-house when the realities of Covid-19 became apparent. Some departments have looked at "viva voce" interviews after the exam as an anti-collusion measure. We already had the infrastructure to do source matching on e.g. coursework, so typed-up exam solutions were also fed into Turnitin in the same way. Is it flawless? No. Students can still technically start the exam early and share the paper with others who start later. But I'd have expected to see much higher mark averages if cheating was widespread - and some of the informal discussions I've had with teaching staff have suggested worse performance this year, if anything. Part of this may be due to the incentives to cheat not being particularly strong due to the "safety net" policy which was implemented - students cannot be disadvantaged by taking the exams - their average mark cannot decrease, and will revert back to a grade based on non-exam assessed work if they perform worse.