Instructional Technology Conference
Middle Tennessee State University
Building Communities of Learners
April 3-5, 2005
Strategies to Detect Cheating and Minimize its Impact
Track 2
Promoting Learning in Online Communities
Pedagogy and Research for the Technology-Based Learning Environment
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Dr. David Eplion Dr. Thomas Keefe Presentation |
Abstract
Utilizing on-line exams offers a number of potential benefits. However, cheating remains a major concern. This paper is a case study that describes the researchers' attempts to document and prevent cheating on their online exams. They offer details of their efforts to reduce both the likelihood and impact of cheating on-line. Suggestions are offered that are designed to provide guidance for others wishing to pursue on-line exams in their classes.
Description
Administering on-line exams offers many potential benefits. On-line testing frees up time in class for better purposes such as discussion. It provides students with immediate test performance feedback and removes the burden of grading from the instructor. By computer automation tests can be graded and the results can be automatically posted to on-line grade books. As a result of such potential benefits, more instructors can be expected to try on-line testing even in classes that meet face-to-face.
One major challenge to on-line testing is possible student cheating. When a test is offered on-line it is difficult to know who is taking the exam. They may or may not be the person actually enrolled in the course. At the same time, the instructor may not know if the student is utilizing materials that are not allowed, or if they are collaborating with others. These potential drawbacks are not insignificant, and can be seen as a discouragement to many instructors who otherwise might pursue the use of on-line testing.
It is the authors' opinion that before the use of on-line exams can truly flourish, research is needed to examine the problem and possible solutions. In addition, while it may not be possible to eliminate cheating on-line altogether (or any exam for that matter), strategies need to be developed to help lessen its occurrence and minimize its impact.
This paper is a case study that relies on data collected from three sections of a junior level course at a regional university school of business that utilized on-line testing in the spring semester of 2004. Information is provided that describes the authors' attempts to document cheating on-line and details their efforts to reduce both its likelihood and its impact. Finally, best practice suggestions are offered that are designed to provide guidance for others wishing to experiment with on-line exams in their classes