Enhancing assessment integrity in LMS-Based evaluations: Implementing the Lockdown Browser at the Central University of Technology

Ntombizanele MaqacheORCID iD  

Issue: Vol. 7 No. 2 2026 Article 23 pp.351 – 361
DOI : https://doi.org/10.38159/jelt.20267223 Published online 14th April 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The use of Learner Management Systems (LMSs) in higher education is a widely accepted approach to addressing some of the challenges faced by institutions of higher learning. LMSs facilitate student and assessment management while providing a variety of useful reports that can influence teaching and learning. However, administering assessments through LMSs in the age of Generative AI (GenAI) presents challenges different from traditional assessment methods, such as students exiting the assessment window to outsource the assessment task to AI or unauthorized collaboration through messaging applications. This paper uses a descriptive case study approach and presents how the Lockdown Browser application has been implemented at the Central University of Technology (CUT) to mitigate the risks associated with LMS-based assessments, open-book assessments in particular. The application enhanced assessment integrity by limiting unauthorized collaboration, access to external websites, and GenAI tools. The results show that, after the implementation, 0.45% or less of students reported not being able to access permitted e-resources due to authentication-related issues. The option to include acceptable e-resources in an assessment in the controlled application environment allows students the opportunity to engage with knowledge and receive validation. The implementation of the Lockdown Browser application in LMS-administered assessments has improved the credibility of open-book assessments for students in Electrical Engineering at CUT, South Africa. This also led to fewer invigilators being required to monitor students’ activity on their computer screens during assessments.

Keywords: LMS-based assessments, Computer-based Assessments, Assessment integrity, AI in assessments.

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Ntombizanele (Zanele) Maqache is a lecturer in the Department of Electrical, Electronic and Computer Engineering at the Central University of Technology, Free State, where she teaches and conducts research in renewable energy systems, the Internet of Things, and engineering education. She holds a Master of Engineering degree from CUT, and she has published in international journals and conferences on both solar energy applications and innovative approaches to laboratory reporting in engineering education. She is also an NRF Thuthuka grant holder and an active contributor to student learning and outreach initiatives.

Maqache, Ntombizanele. “Enhancing assessment integrity in LMS-Based evaluations: Implementing the Lockdown Browser at the Central University of Technology.” Journal of Education and Learning Technology 7, no.2 (2026): 351 -361. https://doi.org/10.38159/jelt.20267223

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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