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The project that this group will pursue is a schematic representation of a process to mitigate cheating. The group will design a process with constructing better assessment as the end goal. The context for this solution is applicable for distance learning.

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One existing and common way of mitigating cheating is teachers talking to students about honesty and integrity. Although this does not completely or greatly reduce cheating because students do it on purpose knowing that it is bad or not allowed.

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Following assessments with corrective instruction:

Exam or assignment problems should be discussed to students for everyone to learn about what their mistake is and how to solve it. Exams should not be a stressful one-shot, do or die experience.

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx

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Statistical approach in order to assess whether a student is cheating or not.

Strength: Methodical framework will empirical aspect which allows for accurate results.
Weakness: Requires adequate data and resources to establish correlation.

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The copyright line for this article was changed on 21 February 2018 after original online publication.

ABSTRACT

Selecting the right methodology to use for detecting cheating in online exams requires considerable time and effort due to a wide variety of scholarly publications on academic dishonesty in online education. This article offers a cheating detection framework that can serve as a guideline for conducting cheating studies. The necessary theories and related statistical models are arranged into three phases/sections within the framework to allow cheating studies to be completed in a sufficiently quick and precise manner. This cheating detection framework includes commonly used models in each phase and addresses the collection and analysis of the needed data. The model's level of complexity ascends progressively from a graphical representation of data and descriptive statistical models to more advanced inferential statistics, correlation analysis, regression analysis, and the optional comparison method and the Goldfeld‐Quandt Test for heteroskedasticity. An instructor receiving positive results on the possibility of cheating in Phases 1 or 2 can avoid using more advanced models in Phase 3. Tests conducted on sample courses showed that models in Phases 1 and 2 of the proposed framework provided results effectively for over 70% of the test groups, saving users further time and effort. High‐tech systems and low‐cost recommendations that can mitigate cheating are discussed. This framework will be beneficial in guiding instructors who are converting from the traditionally proctored in‐class exam to a take‐home or online exam without authentication or proctoring. In addition, it can serve as a powerful deterrent that will alleviate the concerns that an institution's stakeholders might have about the reliability of their programs.

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A Conceptual Framework for Detecting Cheating in Online and Take‐Home Exams

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The copyright line for this article was changed on 21 February 2018 after original online publication. Selecting the right methodology to use for detecting cheating in online exams requires considerable time and effort due to a wide variety of scholarly publications on academic dishonesty in online education.

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Building authentic assessments

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An assessment based on Universal Design of Learning will help fortify its reliability and fairness. One of its important features are sensitivity to learners context and clarity of language used to deliver the content.

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Teachers should always strive for clarity in formulating assessments. One way to achieve that is through the use of elements of Universal Design for Learning. By ensuring that assessment items are clear and concise, educators will be able to accurately measure intended objectives and performance while lessening cognitive load for students. By following the elements of universal design listed here, teachers can create more reliable, valid, and fair assessments.

Universally designed assessments are grounded on the principle that every student should be included in the target population to be tested. Placing students' needs and perspectives at the center of decision making in test development helps create accessible tests that eliminate cognitive, sensory, emotional, and physical barriers.

Creating Universally Designed Assessments

Language skills: Students have a wide range of literacy and language skills. Creating universally designed assessments with nonbiased topics or ideas that are familiar to all students helps make the information fair to everyone taking the test.

When developing assessment items, teachers should analyze whether the language or context of an item might be viewed as offensive, insensitive, stereotypical, or biased against any particular group of students due to cultural, language, geographical, gender, disability, or other demographic characteristics.

Idiomatic language: The use of idiomatic language in assessment items can lead to inaccurate test results for students with different language abilities. When idiomatic expressions are used in a test item, they can introduce cultural bias for students who may get lost in the literal interpretation. For example, phrases like "think outside the box," "brainstorm ideas," and "come up with [an answer]" can cause confusion for someone who has not been explicitly taught the meaning of these phrases.

Socioeconomic and cultural issues with language use: Some customs and products may not be familiar to students from different socioeconomic backgrounds. For example, the custom of tipping is not commonplace in countries outside the United States. An assessment item asking students to solve a gratuity math problem could make the calculation more difficult for those unfamiliar with the context. Additionally, references to items such as "backyard swimming pools" or "garbage disposals" or concepts such as "day care for dogs" could be unrelatable for some students.

When creating inference items, students shouldn't need to rely on background knowledge or cultural information that is outside of what is presented in a reading passage. For example, if students have limited knowledge about the historical development of the United States, they may be unable to make the right inference on an item requiring that background.

Topics to avoid: Students often have extremely diverse life experiences. References to addictive or harmful behaviors such as drug abuse or upsetting topics like homelessness, terminal illness, and violence could have a negative impact on students, especially if these topics affect their lives personally. The same is true for catastrophic weather events such as hurricanes and earthquakes or controversial political issues.

If you need to discuss or teach about a sensitive topic, prepare your students by letting them know the topic and making sure that a school counselor or administrator is aware of your teaching topic. Additionally, some students may not celebrate or be familiar with U.S. holidays, cultural events, and celebrations (such as Halloween, the Fourth of July, and Thanksgiving). These topics are distractions that can skew test data.

False cognates: False cognates are word pairs or phrases that appear to have the same meaning in two or more languages but, in fact, do not. Consider the Spanish language, where Spanish and English share thousands of cognates. Some of these cognates are false. So even though the word looks the same, it has a different meaning, which can confuse students and alter the skills being assessed by a test item.

Take, for instance, the English word deception. The word that has the same meaning in Spanish is "engaño," not "decepción," which means "disappointment." Teachers should be aware that false cognates exist, and when a student learning English is confused, look to see if the use of false cognates is to blame.

Proper names: To minimize confusion, it is important to use universal names, such as David and Marie, that have the middle ground of being both culturally diverse and common across cultures in contexts that will be familiar to all students. These names should not necessarily be stereotypical but rather should be culturally diverse high-frequency names that are most likely to be recognized as names.

Teachers can also use names represented by the cultures in their classroom, being cautious to keep track so that all cultures and students are represented. Proper names in test items that refer to people, such as Xanthe, Joaquin, and Siobhan, even though they are unique and beautiful names, can be problematic, especially when they are not phonetic. Students may become distracted or confused: Could this new word be a scientific, mathematical, or technical term?

Irrelevant material: Often, students can get sidetracked by irrelevant information. Adding unnecessary or unrelated images, graphics, or language can distract from the relevant material to be tested and measured. If the skill that is being assessed is interpreting the given information in the question, then the use of additional defining information is acceptable; however, if the construct is only testing to see if a student can solve an equation, then extraneous information should be eliminated.

Universal Design for Learning is an important consideration in developing tests that are reliable, valid, and fair for all individuals. When designing tests, keep in mind that assessments should be presented in a way in which all students are able to interact, navigate, and respond to the material without potentially confusing, unrelated information. This will ensure that students receive high-quality assessments and educators receive accurate information about student understanding, performance, achievement, and progress.

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Using Universal Design to Create Better Assessments

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Teachers should always strive for clarity in formulating assessments. One way to achieve that is through the use of elements of Universal Design for Learning. By ensuring that assessment items are clear and concise, educators will be able to accurately measure intended objectives and performance while lessening cognitive load for students.

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The following offers some methods teachers may employ to effectively prevent students from cheating. The same methods can be applied even in a face-to-face education set-up. Examples are question pooling and randomizing, time limits, and mixed question styles.

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Online tests offer a number of benefits from saving time to saving money and are an integral part of many courses. Despite the numerous benefits, teachers must face the fact that online tests are not immune from cheating.

Students have always, and will always, attempt to cheat. With online tests the ways students find to cheat may be different than on traditional exams. It's up to teachers to anticipate these new ways of cheating.

Using the simple methods below, teachers can effectively prevent students from cheating while still offering quality assessments online. These important options are all available in ProProfs Quiz Maker, the online assessment software used by thousands of teachers worldwide.
Watch:How to Choose the Best Exam Software

1. Question Pooling

The instructor determines how many questions are used in a test for the final grade and creates, at minimum, twice that number of questions. The more questions included in the bank, the better pooling will work. Each student that takes the test will receive a different set of questions.

For example: a teacher wants to create a test containing twenty questions. The teacher has created a bank of 100 questions, from which twenty will be used. When the quiz is taken, each student receives twenty questions, but not the same twenty. The questions are "pooled" randomly from test to test, making it impossible for students to copy one another's answers.

See Help article with step-by-step instructions:

2. Randomize Question Order

Online tests are often used in a classroom setting. Because of this, students may sit close to one another, making it possible to see the screen of a nearby student. Randomizing the order questions are displayed in a test can reduce copying answers.

Random order ensures that two test takers sitting side by side would not get the same order of questions. Online tools such as ProProfs Quiz Maker lets teachers utilize this setting by a simple radio-button option.

See Help article with step-by-step instructions: How to randomize questions

3. Shuffle the answers options within a question

When creating questions that offer multiple choice, true/false, or check box options, shuffling the answer options within a question can keep students from copying answers - especially in classrooms where students can see one another's screen. When using shuffling, answer options will appear in different positions every time the quiz is presented to another student.

In addition to copying, students may attempt to create an answer key to pass on to other students. Using shuffling, since the answers would be different each time, an answer key would not be useful. This is also a good feature to enable if you allow more than one attempt at taking a quiz since students will have to look carefully at the options each time.

See Help article with step-by-step instructions:

Read More:- A Guide to Using Online Assessment Tools

4. Add a Time limit

Although setting a time limit can introduce a level of stress for students, it can also keep students on task. If students know they have a limited amount of time, the likelihood of students trying to find the answers using external methods is reduced. Set time limits for the entire test, not for individual questions.

Even open book tests can be timed. If a student knows the material in their book well enough, finding information in the text within a time limit is a reasonable task.

5. Limit Quiz or Test Availability

Keep students from viewing an assessment too early by defining available times. For example, you want students to take a mid-term on a specific date. Set the calendar of that specific quiz to the data and time you want the test to be available. You can also specify a time available. If students must take the test between 3 PM and 6 PM for example, define those times. Students not taking the test within defined times will receive a message that the assessment has expired.

See Help article with step-by-step instructions: What is an expired quiz?

6. Use Privacy controls

Teachers have the option of keeping test listings private. This setting can reduce the number of unauthorized users since it keeps the test from being listed publicly on the web.

Teachers can also require a password to keep students from logging in without teacher permission. This can reduce the possibility of unauthorized test-takers who may trying to collect answers for fellow students.

Require a password that is unique. Instruct students that passwords should not be shared, then change the password again once the test is complete. To reduce the possibility of someone guessing the password include at least one number and an uppercase letter, especially if you use a common word.

See Help article with step-by-step instructions: How to set a password
Watch How to Create an Assessment Online
See help article with step-by-step instruction: How do I make my quizzes private?

7. Be Careful When Deciding To Reveal Answers At The End Of Quiz

Many instructors provide answers to questions at the end of the test, or even after each question. If you want students to learn the answers through studying course material, only display whether an answer is right or wrong. If an answer is marked incorrect but no answer is revealed, students may be more motivated to study course materials to find the right answer and eliminate their error.

Always assume students will either copy or print the answers. It might sound cynical, but if you are realistic about cheating you will have better success at thwarting it.

8. Employ Mixed Question Styles

Choose to ask questions using different formats such as multiple choice, check boxes, true/false, fill in the blank, and essay. Mixed question styles work best when coupled with randomized question order so that if a student peeks at a neighbor's screen, it will look completely different than his own.

9. Disable the Back Button

This is essential in order to keep students from selecting an answer, checking to see if the answer is correct (if answers are shown), then clicking the Back button to select a different answer.

10. Disable the Print Button

To prevent students from printing the test, you can disable the print feature. In addition to this option, when you choose "one question per page" format instead of "all questions on one page", it gets harder for students to print the entire quiz.

11. Ask For Quiz Taker Specific Information That You Can Verify

Ask quiz takers to provide one or more of the following bits of information about themselves: name, email, address, or telephone number (or any combination of these).

12. Require a Student or Employee ID Number

Since student or employee ID numbers are unique, this is another means of identification. No two students have the same student ID number. Based on whom you are testing you can also use license ID or any other ID number here.

13. Ask for the seat number

Many classrooms or corporate training rooms have seat numbers assigned to each workstation. Ask the student to identify their seat number so you can compare results of two people who sat next to each other. Though by using question pooling and randomization you can minimize such cheating as no two students would see the same questions or questions in the same order.

Conclusion

Each of these settings offers a level of security that can individually reduce cheating in online tests. Using all five techniques in a single test is best and will reduce the chances of cheating even further. Each setting is simple to use and helps in gathering more accurate assessment information about your students.

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Essential Ways to Prevent Cheating in Online Assessments

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Online tests offer a number of benefits from saving time to saving money and are an integral part of many courses. Despite the numerous benefits, teachers must face the fact that online tests are not immune from cheating. Students have always, and will always, attempt to cheat.

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"It must be said here, again, that prevention and awareness are the two most important goals of any effort to deal with academic integrity issues. We provide some suggestions based on what has worked in our programs, but no one method will work to control or prevent all behaviors."

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It is important to involve learners in assessment construction. There must be a consideration on feasibility which creates the opportunity for learners to demonstrate the nature and depth of their learning and alignment to the learning objectives based on higher-order thinking skills.

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Improving assessment and using anti cheating apps can be used at the same time.

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Exchange traditional to conventional assessments

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Exchange traditional to conventional assessments

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Teachers must not be focused on summative assessments. Instead of assessing students exclusively through routine exams. Teachers must employ a variety of forms of assessments. For example, substituting multiple choice tests with real-life problem solving.

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The students will input the parts where they struggle instead of teacher evaluating it based on wrong items in exam.

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Pairing better assessment design framework with anti-cheating softwares can increase proficiency among students. This is because teachers can accurately identify topics where a particular student is having difficulty on, hence teachers can reinforce students' performance accordingly.

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Instead of having corrective instruction based on the results of the assessment, it should also factor the part of the lessons that the students specifically want to clarify or understand more.

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This assessment framework can also be done on board examinations.

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Post-exam corrective instruction can also be applied even in a face-to face education set-up

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The conceptualized framework is similar to the conceptual framework that utilizes descriptive statistics.

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Peer group support could be integrated in improving assessment for learners who have same difficulties.

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Corrective instruction could be used for products that have significant error that could cause structural damage.

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Athletes and coaches can use similar strategies in assessing and improving their performance for future use.

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Mastery Learning with emphasis to Guided Practice

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Mastery Learning with emphasis to Guided Practice

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Instead of remediation after less-than-successful exam results, teachers could consider the significance of employing the Madeline Hunter's Mastery Learning Framework to give emphasis to Guided Practice and Independent Practice before letting the students take the exam.

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To modify the assessment framework, other stakeholders, most especially the parents, in cooperation with the teachers, could also take part in the remediation process.

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Better teaching by having an environment of asking questions

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Better teaching by having an environment of asking questions

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Instead of better assessment to mitigate cheating, we can focus on better teaching by focusing on letting students ask questions about parts they don't understand.

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Fostering generative learning environment to blur the line between instruction and assessment.

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Lessen traditional assessments that tackle LOTS (lower order thinking skills)

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Corrective instructions could be used to reinforce the learning outcomes in the activity.

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+corrective mini test after corrective instruction

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+corrective mini test after corrective instruction

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After giving corrective instruction, there could also be another mini test (quiz) in which students will only tackle about the topics they had a hard time about and was taught and clarified during the corrective instruction.

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This can be used by tutors but changed into a single or only few students.

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Guided practice during corrective instruction could also entail other instructional strategies or approaches

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Online courses can make use of this framework so that competencies developed through distance learning in general is hollistic and student-centered.

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Improving assessment could be modified by considering the circumstances of the learners including their needs to determine its feasibility.

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From assessment -> student to student ->assessment

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From assessment -> student to student ->assessment

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Instead of focusing on the assessment tool, we can reinforce students as an intervention.

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Instead of holding meetings among just faculty members to  identify in which topics the students find hard to learn, the learners can also be involved and/or be represented to know their side.

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Eliminate teaching students to pass the test and make the tests and assessments better

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Improving assessment could streamlined in classroom setting and eliminate  the features in national assessments where item security and the cost of developing new items are considered.

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Eliminate the thought that "corrective instruction is not fair to those who did well in the exam".

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The focus would be on the standing of the students without considering the effectivity of the assessment.