Misalignment Between Video Conferencing Applications and Online Proctoring Requirements in High-Stakes Online Examinations

The rapid adoption of online examinations has encouraged higher education institutions to seek practical solutions for remote exam supervision. In practice, video conferencing applications such as Zoom, Microsoft Teams, and Google Meet are frequently used as proctoring tools due to their accessibility and ease of implementation. However, the use of video conferencing platforms for online proctoring raises fundamental concerns, as these applications are primarily designed for synchronous communication rather than for ensuring the integrity of high-stakes assessments. This study aims to analyze the misalignment between the functional design of video conferencing applications and the requirements of online proctoring systems from technical, pedagogical, and ethical perspectives. A qualitative approach was employed through a critical literature review of studies related to online proctoring, remote invigilation, academic integrity, and trust in digital assessment. The analysis indicates that video conferencing applications lack essential proctoring mechanisms, including continuous identity verification, device and environment control, forensic activity logging, and standardized criteria for evaluating violations. These limitations may reduce assessment validity and reliability, increase supervisory subjectivity, and introduce ethical and privacy risks for examinees. This study concludes that while video conferencing applications may serve as short-term pragmatic solutions in emergency situations, they are insufficient to ensure sustainable and accountable online examination integrity. The findings contribute conceptually by clarifying the distinction between communication platforms and dedicated proctoring systems, and practically by providing insights for institutions in designing more appropriate, fair, and trustworthy online assessment policies.