If you want to stop cheating, then change why and how you do assessments. When the stakes of assessment become too great or when they are perceived to be not authentic then cheating can occur.
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Assessments done well measure a student’s ability to meet objectives, the quality of instruction, and the quality of the assessment instrument. This must be done in a balanced and fair manner. When the approach is focused more on the education system of sorting rather than learning, some students may resort to cheating.
There are steps instructors can take to help reduce cheating. This takes the shape of authentic learning and increased human interaction in a course.
This week we are going to take a look at cheating, specifically, why does cheating exist, What type of environment do you want to create, and what you can do to prevent cheating.
Additional Reading
- Learning Online: The Student Experience
- Cheating Lessons: Learning from Academic Dishonesty
- ITC: 40 – How to Use Mastery Quizzes for Improved Student Performance
- ITC: 18 – Putting Test Pools to Work in Your Classroom
- ITC: 69 – Course Goals, Outcomes, and Objectives: Keys to an Exceptional Course
- Authentic Assessment
- Should You Worry About Cheating on Online Tests During COVID-19?
- A Memo to Students on Cheating
- Academic Integrity: Cheat or Be Cheated?
- A Classroom Where No One Cheats
- Cheating Reduction Strategies
- Assessment Design and Cheating Risk in Online Instruction
- Moving to Remote Assessments with Integrity
- Fourteen Simple Strategies to Reduce Cheating on Online Examinations
- Examining Online College Cyber Cheating Methods and Prevention Measures
- Thwarting online exam cheating without proctor supervision
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