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Turnitin has entered into an agreement with Nordic private equity firm Procuritas to acquire Ouriginal.
Hundreds of trainee psychiatrists have been unable to complete their exams after the latest attempt at holding the test failed due to technical difficulties.
Amanda shares how to run team-based quizzes using survey tool Qualtrics. Most universities will have an institutional licence to the tool.
Presenter 1: Justin Rami (Dublin City University, Ireland)
"The impact and possibilities of video feedback in higher education - towards a model of care, trust, and social presence."
This presentation explored the use, impact and possibilities of Video Feedback in Higher Education towards a model of care, trust and social presence. Fostering the conditions for the design of a sustainable model in which dialogical feedback/forward can develop means the function of feedback can be mutually understood and utilised.
Presenter 2: Elizabeth Hidson, Ian Elliott, Alison Griffiths, Vikki Wynn, Simon Sheard & Jemma Bell (University of Sunderland, UK)
"Video-enhanced dialogic assessment of teaching practice portfolios"
Many universities have seen increases in academic misconduct. And while cutting corners took on different forms during the pandemic, the jury is still out on whether cheating actually went up.
How can you make assessments more relevant to your students’ lives and careers? Read this step-by-step guide for making your online class more authentic.
Australia has a law against businesses offering assignments for sale to students, but that hasn’t stopped ‘contract cheating’. And new research shows it’s much more common than had been thought.
The National Association of Enabling Educators of Australia is the premier body representing the enabling and pathways educators and students in Australia.
Despite what these tools may claim, remote invigilation isn’t the only answer to upholding academic integrity online. We share insights from our journey developing a proctor-free assessment platform.
A pair of recent cheating scandals—one in the “speedrunning” community of gamers, and one in medical research—call attention to an alarming contrast.
One medical student told staff they did not attend any part of the work placement at an overseas hospital, but no action was taken.
NZQA’s findings from the 2020 NCEA Online evaluation show that the programme is well supported by schools and students, who continue to strongly enjoy the digital exam experience.
Students were asked to participate in an online survey after each digital exam to measure their self-reported satisfaction and experience. This feedback has been valuable and is already informing the next steps NZQA is taking with digital assessment, in collaboration with schools and the wider education sector.
Psychometric and statistical analysis of results, which was conducted Levels 1, 2 and 3 in English, Level 1 in History and Level 2 in Business Studies, showed no evidence of disadvantage for those students sitting a digital examination, compared to the paper equivalent.
Despite students’ complaints and the coming return to in-person learning, Proctorio and its rivals are betting on a lucrative future.
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An estimated one in ten Australian tertiary students have paid a so-called contract cheating service to do their work for them. What most don’t think about is the risk of being blackmailed later.
The pandemic has driven the rapid uptake of programs that use artificial intelligence to monitor students sitting exams remotely. New research highlights the need for caution in its use.
One educator is leading an effort to evaluate students differently. Can it catch on?
Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency fo
Our educational model, and particularly end-of-school assessments, are based on old modes of practice that no longer serve the 21st century student and their future. We have other options.
Plus, new research on anti-cheating laws. Plus, international quick bites.
Photo by Jackson Simmer on Unsplash During the years our kids were at school this was an all too familiar conversation... Dad: How's it going for you at school at the moment?Daughter: Great! I just handed in my project for our Social Studies topicDad: That's good to hear. How do you think you'll go?Daughter: I…
My suggestions won’t really surprise anyone. We have to work to avoid setting our students up to fail, or placing them in moral hazard. Part of this is realistic admission standards and genuine resources and pathways to success for all whom we do admit.
Another part is reducing the high stakes nature of assessment wherever possible and a refocus on helping students value their learning and the skills they develop rather than them being forced to focus on their performance in a constant barrage of high stakes assessments. We also have to continue with our work on awareness about integrity, assessment design, and detection.
Given limited resources we will have to prioritise. One possibility is that we might prioritise investing more in programmatic – senior year – assessments, and rely on “assumed knowledge” in the early years. It may be foolish to attempt to grade everything, and certify every learning outcome in each educational snack from cradle to grave.
What is at stake here is significant. When students cheat they set out on a path which places fooling people above doing the right thing and above genuine personal learning and mastery. This damages them, at scale it damages society.
Whatever we do, I hope that a wide canvassing for new ideas, from the combined intelligence across our community, both students and staff, may suggest new assessment and credentialising approaches that will free us all from a permanent police state involving the ever growing costs and impacts of repeated assessment surveillance, and let us instead emphasise the love of learning.
In recent months we have frequently seen reports of cheating among students at colleges, universities and even military academies. Is this entirely the fault of students or are faculty contributing to the problem by emphasizing rote memory of facts, figures and formulas?
Recent allegations of cheating by university students in online exams suggest the students are adapting faster than the education system itself – and that should change.
New online system was 'entirely trust-based' but students share knowledge during exam.
An analysis of data from the Programme for International Student Assessment (PISA) has found the gender gap in maths tests increased where papers contained more multiple choice questions.
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