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Thursday, 15 July 2004: 9:30 AM-10:15 AM | |||
Americas Seminar (Walt Disney World Dolphin Hotel) | |||
L-12: To Cheat or Not To Cheat: Quiz Security Issues | |||
| Detailed Description: | Cheating has been an issue as long as there have been exams. It is important to recognize that no exam will be entirely "cheat proof", but there are things you can do to minimize cheating in your courses. Participants will learn concrete ways to reduce the incentive to cheat, and how to use the existing quiz tool functions to discourage cheating. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Faculty and Other Instructors | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Cheating has been an issue as long as there have been exams. No matter what the reasoning - from "I just didn't feel prepared" to hard core "I cheat because I can get away with it" - the underlying motivation is the same. Students are after the grade. It is important to recognize that no exam will be entirely "cheat proof", but there are concrete things you can do to minimize cheating in your online courses. This session explores a two-pronged approach to the problem. First, instructors need to examine their philosophy and pedagogy. Are you expecting your students to cheat? Are exams the only means of assessment? Are your questions easy to cheat on? If so, you deserve to be cheated on! Students will generally live up - or down - to your expectations, so demand high standards. Use multiple means of assessment. This reduces the incentive to cheat on exams. Move your questions from simple recall and recognition to more encompassing application and synthesis. This can still be accomplished with objective questions, and makes cheating harder than just looking an answer up in the book. The second approach is to take advantage of the technologies within WebCT to deter cheating. One of the first things to consider is the timer - when the clock's ticking there's not time to be looking things up. Use the randomization abilities to change the order of answers - or of the questions themselves. Create question sets, which effectively creates several versions of the exam. Many instructors also make use of passwords and proctors. Finally, it is possible to disable most forms of printing. Approaching the problem from both perspectives will reduce both the incentive and means to cheat. Experiment and find the combination that works best for you. | ||
| Session Leader: | Carrie S. Dabb Utah State University | ||
| Co-Presenter: | Marc Hugentobler Utah State University | ||
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