Securing Online Testing with Biometric Signature ID - Colorado Ignite 2014
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Securing Online Testing with Biometric Signature ID - Colorado Ignite 2014
- 1. SECURING ONLINE TESTING WITH BIOMETRIC SIGNATURE-ID (BSI) Presenters: David Chatham, Dean of Academic Technology and Justin Sherrill, AT Professional, CCCOnl ine Session Explores the Technology of Student Verification to Assure Test Security and Confirm Student Identity.
- 2. Securing Online Testing with Biometric Signature-ID • Background of Online Testing Security • Establishing Trust with Our Partner Colleges • Review of Available Technology for Test Security • BSI Process and Integration with CCCOnline courses • Demo of the BSI process in our courses
- 3. Background of Current Testing Security How bad is the problem of test security? What do you think?
- 4. Background of Current Testing Security – commercial appeal?
- 5. Background of Current Testing Security – local Craigslist services
- 6. Background of Current Testing Security – more sophisticated sites
- 7. Background of Current Testing Security – current prices
- 8. Background of Current Testing Security – who cheats? Baird (1980) found 75.5% undergraduates in several majors Meade (1992) reported 87% in various majors at top universities Park (2003) Minimum of 50% of students are cheating McCabe (2005) counted 70% of 50K undergraduates from ‘02-’05
- 9. Background of Current Testing Security - happens on-campus and online Marshall University Study Academic Dishonesty Assessment • Classroom 1/3rd and Online 1/3rd Cheated at some time… Cheating in the Digital Age: Do Students Cheat More in Online Courses? George Watson and James Sottile, Marshall University - Online Journal of Distance Learning Administration, Volume XIII, Number I, Spring 2010, University of West Georgia, Distance Education Center
- 10. Background of Current Testing Security – Plagiarisms Detection Students Self-Reporting Dishonest Behaviors for Live and Online Courses. Survey Statement Live classes Percentage Online classes Percentage I have cheated on an assignment, quiz, or a test. 32.1% (185) 32.7% (130) I have been caught cheating. 4.9% (28) 2.1% (8) I have submitted others’ work as my own. 6.5% (37) 4.4% (17) 4.2% (24) 1.8% (7) I have copied another student’s work without their permission and submitted it as my own. I have knowingly copied passages from an article or book directly into a paper without citing it as someone else’s work. 13.2% (75) 5.0% (19) I have used a term paper writing service to complete an assignment. 5.3% (30) 2.1% (8)
- 11. Background of Current Testing Security – Test Cheating Students Self-Reporting Dishonest Behaviors for Live and Online Courses. Survey Statement Live classes Percentage *Or having someone else take the test was not included that question. Online classes Percentage I have cheated on an assignment, quiz, or a test. 32.1% (185) 32.7% (130) I have been caught cheating. 4.9% (28) 2.1% (8) I have had someone give me answers during a class quiz or test. * 18.1% (104) 23.3% (91) I have received answers to a quiz or test from someone who has already taken it. 33.2% (193) 20.3% (78) I have used instant messaging through a cell phone or handheld device during a quiz or exam. 3.0% (17) 4.2% (16)
- 12. Establishing Trust with Our Partner Colleges – options available • First Option: F2F Proctored testing on campus • Logistics issues for testing around the state • Travel problems for students • Second Option: Online testing best practices • Timed tests to defeat open book or Google answers • Random question generator to mitigate passing answers around • More essay, short answer tests – harder to handle without knowing the subject • Authentic testing involving problem solving and applied learning {Future} • Third Option: Technological documentation / authentication
- 13. Establishing Trust with Our Partner Colleges – options available • First Option: F2F Proctored testing on campus • Second Option: Online testing best practices • Third Option: Technological documentation / authentication • Lab Reports – Originality Checking, TII • Science kit labs -- Photograph stages of experiments • Identity Authentication or Remote Proctoring
- 14. Review of Available Technology for Test Security - Attributes Important attributes of the solution: • Assure the student’s identity • No extra cost to student • Predictable cost for us • No extra technology for student • Runs on the students current network • Runs on pc, phone, tablet, etc. • Available 24/7 • Available without appointment • No added responsibility to instructorsor follow-up
- 15. Review of Available Technology for Test Security - Comparing Solutions Attributes Live Video Proctor Passive Video Proctor Biometrics Assure student’s identity Y Y Y No extra cost to student N Y Y Predictable cost to CCCO Y Y Y No extra technology N N Y Runs on all networks N N Y Works on pc, mobile devices N N Y Available 24 / 7 Y Y Y Available w/o appointment N Y Y No instructor responsibility Y N Y
- 16. BSI Process and Integration with CCCOnline courses • Pilots in two courses SP 14 • No major issues for students or instructors • Some technical issues during creation resolved before FA 14 • Full Production FA 14 • Nine Science Courses : • BIO111, 201, 202 • CHE111 • PHY111, 112, 211, 212, 213 • One Math Course: MAT 121 • Licensed 3,000 students for FY 15
- 17. BSI Process and Integration with CCCOnline courses
- 18. BSI Process and Integration with CCCOnline courses • Demonstration of BSI ID process
- 19. SECURING ONLINE TESTING WITH BIOMETRIC SIGNATURE-ID (BSI) Presenters: David Chatham, Dean of Academic Technology and Justin Sherrill, AT Professional, CCCOnl ine Session Explores the Technology of Student Verification to Assure Test Security and Confirm Student Identity.
- 21. CCCOnline Enrollments – `02 to`14 60,000 50,000 40,000 30,000 20,000 10,000 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Enrollments Total Undup Headcount
- 22. Platinum Reporting Using a neural net analytics technology, BSI is a leader in capturing activity surrounding an authentication event over time. comparing user activity over time, a rich feature set of multidimensional data is produced; Suspicious Activity (SAR) and Suspicious User (SUR) Our software captures many aspects of the user experience and compares this using averages to develop a comprehensive analysis of the clients’ user base. Using forensics, behaviors such as identity fraud, user experiences and when and how users log in have been identified. Sample analysis includes: • Custom detail report of all activity/group • % perfect enrollment, • What user accessed and when • Avg # password resets, • Avg # devices used and avg accuracy, • Comparison of user experience over time, • Average # of IP addresses uses/user, • # users sharing the same IP, • Avg time to share IP, • Avg # of validations, • # of common passwords, • Any fail to enroll, • # users with suspicious activity, • # of users logging from multiple IP addresses, • Attendance since enrollment, • What ISP is being used, • Create top lists suspicious users, • and other metrics are measured and compared. 4 Biometric Signature ID
- 23. BSI Reporting – User Friendly
- 25. Background of Current Testing Security Students Self-Reporting Dishonest Behaviors for Live and Online Courses. Survey Statement Live classes Percentage Online classes Percentage I have cheated on an assignment, quiz, or a test. 32.1% (185) 32.7% (130) I have been caught cheating. 4.9% (28) 2.1% (8) I have submitted others’ work as my own. 6.5% (37) 4.4% (17) I have had someone give me answers during a class quiz or 18.1% (104) 23.3% (91) test. I have received answers to a quiz or test from someone who has already taken it. 33.2% (193) 20.3% (78) I have used instant messaging through a cell phone or handheld device during a quiz or exam. 3.0% (17) 4.2% (16) I have copied another student’s work without their permission and submitted it as my own. 4.2% (24) 1.8% (7) I have knowingly copied passages from an article or book directly into a paper without citing it as someone else’s work. 13.2% (75) 5.0% (19) I have used a term paper writing service to complete an assignment. 5.3% (30) 2.1% (8) Red = TurnItIn / Blue = Best Practices : Technology and assessment strategies
- 26. Establishing Trust with Our Partner Colleges • System colleges handle in different ways • CCCO Needs to balance security without creating barriers • Create test banks that are extensive and random • Look at different assessment strategies to avoid high-stages testing • See what technology can offer
Editor's Notes
- Welcome everyone to this session concerning online testing security. I am the Dean of Academic Technology. My responsibilities include the oversight of the BrightSpace Leaning Management System for the Colorado Community College system and the technologies that we deploy at CCCOnline. I became involved with the testing security at the request of the Dean of Instruction around concerns that she and our partner institutions had about online testing. We will explore this today. Another key person in the specific development of this application in our courses is Justin Sherrill, an important member of the AT team. We’ll divide our time into a number of parts:
- We’ll be looking at four subtopics followed by a demo and Q & A
- Let’s just jump into it. How bad is the problem of test security? What are your impressions of this? Is it a problem for you in your classes? To me there is an uncertainty about it as far as how extensive it might be.
- For 30 minutes, I did some searches on Craigslist for Denver, using terms like test, tutor, and it didn’t take long to find this home made site advertising to take your math and science tests.
- Some are a little more sophisticated as far as design but the message is the same.
- Here is one on the current prices of term papers and such.
- A few studies give varying degrees of statistics but they all point toward a problem. The first two studies cited are for classroom cheating because there wasn’t an internet functional for the public until Netscape came on the scene in 1994. However you cut it, it is a sobering picture.
- This study was done in 2010 and reflects both classroom and online. In this one called the Dishonesty Assessment, the level is pretty even at about 1/3rd each It also provides much more of a level of detail about what type of cheating occurred. That is useful for trying to plug the holes
- This slide depicts areas of plagiarism.
- This slide shows how test security was breached. The counter to this for online is to follow best practices
- Pilot went really well. The only problem we had was an administrative one of being able to replicate the Extended Learning Tools into multiple sessions. This did not affect students or instructors but was for us either a manual task or an automated task. It was resolved during the summer in time for the fall term. Fall we have 982 active students in these ten courses at the moment.
- As a final report to the term, we get a Suspicious Activity Report for any users that have certain scores in five variables. The reports are not proof of anything by themselves but are used to alert us to potential issues that need to be watched.
- Welcome everyone to this session concerning online testing security. I am the Dean of Academic Technology. My responsibilities include the oversight of the BrightSpace Leaning Management System for the system and the technologies that we deploy at CCCOnline. I became involved with the testing security at the request of the Dean of Instruction. Another key person in the specific development of this application in our courses is Justin Sherrill, an important member of the AT team. We’ll divide our time into a number of parts: