Incidents in remote student assessments: implications for academic integrity and professional ethical development

Abstract

Ethical training in higher education represents a challenge that transcends supervision and sanction; it requires strategies focused on the honest and upright behavior of future professionals, even in the absence of control mechanisms. This study analyzes the typology, frequency, percentages, and distribution of incidents recorded during remote exams through Eminus and discusses their implications for monitoring the integrity of the evaluation process necessary for ethical development, which is established as a characteristic of the graduation profile for students in these educational programs. A quantitative, non-experimental, and descriptive study was conducted, based on automatic records generated during remote exams of 73 students across four educational experiences. A total of 306 incidents were analyzed using frequencies, percentages, and distribution by subject and student. Out of these, 70.59% corresponded to the 'pointer off screen' incident (with 43.79%) and screen resizing (with 26.80%), while the copy-and-paste incident represented 0.65%. The study concludes that automatic records allow for the identification of incident patterns during remote evaluations, but they do not, on their own, determine the existence of behaviors contrary to academic integrity; therefore, broader contextualization and academic review are required.