MIKE VANDER HEIDEN & DAN PAHLOW NORTHEAST WISCONSIN TECHNICAL COLLEGE LEARNING SUPPORT SERVICES Foolproof Assessments in an Electronic Age
Let’s take a quick survey!
Have you ever cheated in an academic setting.
Have you ever caught or suspected a student of cheating in your class.
Do you feel comfortable with your knowledge regarding academic dishonesty
What is cheating.
Why students cheat.
How students cheat.
HOW DO YOU DEFINE CHEATING? What is Cheating http://www.glasbergen.com/
Cheating or Not Cheating
Picture of a Test-Cell Phone etc.
A copy of an old test
Friend who took the test earlier
Helping a friend with homework
Purchase a paper
Performance Enhancing Drugs
According to the Humanities & Communication Department Florida Institute of Technology Melbourne, Florida
Cheating includes the following:
giving or receiving information during an exam ("exam" includes tests and quizzes)
using unauthorized material (like notes) during an exam; unauthorized dissemination or receipt of exams, exam materials, contents, or answer keys
taking an exam or writing a paper for another student or asking someone to take an exam or write a paper for you (this includes shared work and/or group-produced answers on take-home exams).
submitting the same paper – or different versions of what is substantially the same paper – for more than one course
misrepresenting or fabricating written work, sources, research, or results as well as helping another student commit an act of academic dishonesty or lying to protect a student who has committed such an act.
What is your Definition?
How do you define Cheating?
How prevalent is it in your classroom?
Have you ever Cheated?
Share your responses to these questions and any other that come to you.
Who Cheats? Picture Source: http://www.sxc.hu/browse.phtml?f=download&id=600704
How do I use Spark Mobile? http://www.sparknotes.com/mobile/
What’s on that iPod?
The guides released by SparkNotes and iPREPpress are compatible with most iPods — including the new video-playing model and the iPod Nano, which has a screen about the size of a postage stamp. That could be bad news for professors, who may worry that such small devices could easily become digital cheat sheets in the hands of unscrupulous students.
How to cheat with your iPod http://www.gadgetspage.com/audio-video/schools-banning-ipods.html http://www.youtube.com/watch?v=iihUEwqZerk&feature=related
What is plagiarism?
“ Simply put, plagiarism is using someone else's words and ideas in a paper and acting as though they were your own .” Source: http://wps.prenhall.com/hss_understand_plagiarism_1/6/1668/427065.cw/index.html
Many students blatantly do it.
While others do not consider it cheating.
Take the quiz! http://wps.prenhall.com/hss_understand_plagiarism_1/6/1668/427065.cw/index.html
Is this Plagiarism
How does something like this influence how students look at Plagiarism?
Resources – Students Plagiarism
Buy a paper
http://www.masterpapers.com/purchase1_term_paper.htm (money back guarantee)
How to cheat
HOW DO YOU STOP STUDENTS FROM CHEATING? Best Practices
Students have a tendency to learn what teachers INSPECT rather than what they EXPECT. Angelo and Cross 1988, p. 156 What are your students learning?
TIPS FOR DISCOURAGING PLAGIARISM
Assign narrow and specific research topics.
Don’t allow last-minute changes of topic.
Require that outlines be submitted three to four weeks prior to the deadline and that drafts be submitted with the final paper.
Require detailed citations, including page numbers.
Put your school’s academic integrity policy in your syllabus and clearly explain your expectations.
Encourage students to come to you if they are confused about citation practices.
Be a good role model. Cite sources in your lectures.
Talk about academic honesty with your students, and make sure they understand both the reasons and the tools for avoiding plagiarism.
Source: What Can We Do About Student Cheating?
By Sally Cole and Elizabeth Kiss About Campus, May-June 2000
page 1 Electrical Power Field Evaluation Efficiency Form Student: Instructor: Dan Scheider Rating Grade Consistently Exceeds Requirements 5 100 * Can perform competency with no supervision 4.8 98 * Demonstrates creativity and innovation 4.6 96 * Proactive and generates new ideas, on how to do it 4.4 95 * Consistently overcomes circumstances in order to exceed 4.2 93 Exceeds Requirements 4 92 * Can perform competency satisfactorily with limited assistance 3.8 90 * Work is of high quality, complete, and on time 3.6 89 * Fully competent performer 3.4 87 * Frequently does more than is required or exceeds on a regular basis 3.2 85 Meets Requirements 3 84 * Can perform competency in a group or crew environment. 2.8 82 * Needs periodic assistance or supervision 2.6 80 * Occasionally does more than expected or exceeds expectations 2.4 78 * Valued, commendable, satisfactory performer 2.2 75 Partially Meets Requirements 2 74 * Can perform this competence at minimal levels with 1.8 72 close assistance and supervision 1.6 70 * Results are not consistently on time, complete, or of the quality that is required 1.4 68 * More experience required to achieve full competency 1.2 67 Unacceptable Performance 1 66 * Competency was presented or demonstrated to learner, learner did not perform the competency * Results are poor quality, incomplete and not on time
Open Book—Open Web Assessment
A study by Edith Cowan University, Perth had the following results:
The assessment used for the present study consisted of an on-line multiple choice test, comprising 50 questions and worth 30% of the students' overall grades.
The test consisted of 44 questions equivalent to the Bloom’s Taxonomy level 2 (comprehension-style questions), and 6 questions equivalent to the Bloom’s Taxonomy level 3 (application-style questions).
Open Book – Open Web Assessment cont.
The minimum and maximum scores for the closed book sitting of the test were22% and 88% respectively, with a mean of 55%.
The minimum and maximum scores for the open book sitting of the test were30% and 88% respectively, with a mean of 57%.
The time taken by students to complete the open book assessment, over and above the time limit of 60 minutes, was recorded by CourseCompass™. 165 students completed the test within the set time limit,
Social contract with each student which maintains a high level of academic integrity.
An honor code must be
Honor Code - Consequences
Study by Gire and Williams – Virginia Military Institute James T Gire, Tyson D Williams. (2007). Dissonance and the Honor System: Extending the Severity of Threat Phenomenon. The Journal of Social Psychology, 147 (5), 501-9. Retrieved February 27, 2008, from Research Library Core database. (Document ID: 1404411171).
Used dissonance theory to explain how an honor code affects the prevalence of cheating.
The more severe the threat of punishment, the less likely the cheating.
Honor Code - examples
University of Colorado – Boulder http://www.colorado.edu/policies/honor.html
Must be supported by the educational community
Honor Code Council
Rice University http://honor.rice.edu/faculty.cfm?doc_id=10357
No unified honor code
Defined by each professor
Question consistency, but has been in place since 1916
Honor Code - examples
Foothill College – good example http://www.foothill.edu/services/honor.html
Simple / concise
References & Additional Resources
Angelo, Thomas A. and K. Patricia Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers 2 nd ed. Jossey-Bass: San Francisco.
Brightwell, Dr. Richard I, Ms Janine-Helen Daniel and Dr. Angus Stewart. 2004. Evaluation: is an open book examination easier? School of Biomedical & Sports Science, Edith Cowan University, Perth.
Cheat at School with Your iPod. 2007. YouTube video. http://www.youtube.com/watch?v=iihUEwqZerk&feature=related
Cole, S. and Kiss, E. What Can We Do About Student Cheating? 2000. About Campus, May – June 2000.
How to Cheat on a Test. 2008. http://www.wikihow.com/Cheat-on-a-Test
References & Additional Resources
McMahon, R. 2007. Everybody Does It: Academic cheating is at an all-time high. Can anything be done to stop it? San Francisco Chronicle, September 9, 2007. http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2007/09/09/CM59RIBI7.DTL Mezeske, R. and Mezeske, B. 2007. Beyond Tests and Quizzes: Creative Assessments in the College Classroom. Jossey-Bass: Hoboken, NJ.
Mueller, Jon. 2008. Authentic Assessment Toolbox February 2008, http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
More Evidence of Barack Obama Speech Plagiarism - Stand for. 2008. YouTube video. http://www.youtube.com/watch?v=taue3mMZUyw
More on Digital Cheating. 2005. http://generoche.net/blog/2005/10/27/more-on-digital-cheating/
Obama 'Plagiarism' Story Makes ET. 2008. YouTube video. http://www.youtube.com/watch?v=SG471ElM1TY&NR=1
Prentice Hall. What is Plagirism? 2008. http://wps.prenhall.com/hss_understand_plagiarism_1/6/1668/427065.cw/index.html