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Respondus

Overview

In response to the need to provide a remote proctoring solution during the COVID-19 pandemic, McMaster undertook a pilot and review by an internal Online Proctoring Steering Committee in 2020. As a result of this work and with the endorsement by the IT Executive, McMaster University acquired two applications, Respondus Lockdown Browser and Respondus Monitor, to support instructors as they navigated restrictions on in-person activity during the pandemic.  

Please note: McMaster has discontinued use of Respondus Monitor effective May 1, 2025. Instructors will still be able to access Respondus Lockdown Browser on request. 

What is Respondus Lockdown Browser?

Respondus Lockdown Browser is an application that locks down the testing environment within Avenue to Learn to prevent students from performing a Google search, accessing files or navigating away from the assessment screen. 

What to consider before using Respondus:

Respondus monitors students while they are completing online assessments with an aim to ensure academic integrity. However, the decision to use Respondus should not be taken lightly. Please ensure you have considered the following: 

  • Rationale: do you really need to use online proctoring? Unless a proctored assessment is a requirement for a professional certification, you should consider alternate assessments. 
  • Communication: have you included a statement as to your rationale and use of online proctoring in your course syllabus? Will you ensure instructions on how to use are provided to students along with a practice quiz? 
  • Accommodation: Quizzes that use Respondus can be configured on Avenue to Learn for accommodation purposes, but you will also need to develop a Plan B for certain accommodations or if technical/connection issues arise. 
  • Mental health and well-being of your students: consider the added layer of anxiety online proctoring can promote and how to support students through this. 

The MacPherson Institute recommends first exploring alternatives to proctored quizzes and exams online such as:

  • Take-home exams
  • Projects
  • Reflections
  • Group work
  • Guided online discussions
  • Peer-reviewed activities

Find  more information here:

How to Access and Use Respondus:

Guidance on Respondus Lockdown Browser and how to obtain and use in your course can be found on the Avenue to Learn Knowledge Base:

Remote Invigilation of Exams using Respondus LockDown Browser and Zoom

Conducting tests or exams online introduces options for access, some of which require different methods of implementation than in a face-to-face course. We encourage you to design tests and exams utilizing the features available in Avenue to Learn and according to principles of universal design. This can include holding them asynchronously, extending time required for completion, offering practice tests, or eliminating them altogether via alternative forms of assessments. This can make completing the assessment easier for students with disabilities, students with care-giving obligations, students in different time zones, and students who may not have consistent access to a computer or internet service.  

While we recommend alternative forms of assessment, we recognize there may be a need for online, invigilated exams. For this, our current recommended approach is to use Zoom and Respondus LockDown Browser. This provides some control over the remote environment (through the use of LockDown Browser) and additional choice over proctoring control.   

Setting Up Zoom and Lockdown Browser 

Full instructions on how to set this up can be found on this Avenue to Learn Knowledge Base help article.

Guidance for Invigilation 

Invigilating an online exam does present unique processes, challenges and considerations, outlined below.

  • Both students and invigilators must be informed of all exam rules and permitted materials in advance i.e. duration, whether the exam is open-book, and what aids (e.g., calculators, notes) are allowed. 
  • Build in time for student’s identity verification. This is typically accomplished by the student showing their face and McMaster student identification. 
  • If an invigilator’s equipment fails during the exam (e.g. internet drops, device crashes) 
    • Have a clear backup plan or procedure in place to maintain exam oversight 
    • Create a contingency method for handling technical issues or disruptions for both students and invigilators 
  • Monitoring multiple students via webcam over an extended period can be exhausting and may lead to lapses in attention 
  • Online invigilators have limited visibility and cannot fully observe a student’s surroundings or activities beyond the camera’s view 
  • If a student encounters a problem during the exam 
    • A clear support system should be in place.  
    • If an invigilator suspects the student is having a medical emergency, they should contact Security 
  • Internet outages can interrupt the exam for both students and invigilators 
  • Reconnecting procedures or time adjustments should be planned 
  • Instructors should be available throughout the exam period to address questions or concerns 
    • A protocol should be in place for invigilators to reach the instructor quickly 
  • Be aware that if microphones are enabled, audio suppression in Zoom may hide sounds like whispering or background noise, which undermines invigilation efficacy. 
  • Advise students that they are not allowed to screen record during the exam – this is a privacy violation. 
  • Should a student require a washroom break, these are permissible and are initiated by the student sending a chat message to the invigilator. The invigilator should note the start and end time of this break and ensure the student understands that no extra time is provided in order to complete the exam. 
  • If any suspicious behavior is observed or unauthorized aids are discovered, invigilators are required to document it and complete an incident report. The student involved will also be given the opportunity to submit a written statement regarding the situation. 
  • If a concern is noted, invigilators must NOT stop the student from writing the exam. They must be allowed to continue.
  • Invigilators should be made aware of students who have registered accommodations and modify approaches as needed to support these students.  
  • Disclosure is necessary to avoid flagging accommodation behaviour as suspicious. Some examples include:  
    • A student with pain or mobility issues who may need to stand/move around more than others 
    • American Sign Language (ASL) users who may need announcements via chat.  
    • Screen reader users may face launch failures with LockDown Browser due to notification conflicts. 
    • Students who use dictation software should not be falsely flagged for talking during exams. 
    • Additional examples and recommendations will be added to this section shortly. Please check back frequently.