This paper presents the outcomes of an online coin-tossing experiment evaluating cheating behavior among Ukrainian students. Over 1,500 participants were asked to make ten coin tosses and wer
Feedback seeks to help students improve in the future, while grading evaluates past learning. Often, we mix the two together, but doing so can have consequences (Winstone and Boud, 2022), for example:
In the post-COVID era of online assessments, “homework help” sites have been accused of becoming industrialised cheating factories — and it's making them rich.
Professor Michael Sankey This work is an extrapolation of work originally published in: Sankey, M. D. (2022). The state of Australasian online higher education post-pandemic and beyond. Journal of University Teaching & Learning Practice, 19(2), 14-26.https://doi.org/10.53761/1.19.2.2 Presenting on Authentic Assessment AssessmentTools and tips for useCreate an online social media advertisement on the topic you’re learningMost students…
The annual Tracey Bretag Prize is for outstanding commitment to advancing the understanding and implementation of Academic Integrity measures, as part of a positive student experience. Open to Australian and New Zealand students, educators, and Higher Education groups in 2022.
Restrictions on movement during the COVID-19 pandemic led to assessment being conducted online, which gave students opportunities to use internet search engines during examinations. We found tha
This chapter argues that establishing a “culture of academic integrity,” in the era of digitally-situated plagiarism like contract cheating, begins with an institutional approach to student dat
Swinburne University is moving to remove grades from some core sections of its design degree, saying a focus on high marks was stifling the creative process.
A new study of academic integrity policies and practices at 41 Australian universities found little evidence of changes to deal with cheating and academic misconduct arising from online assessment.
When COVID forced exams online, reports of cheating were rife and proctoring software was problematic. But in-person exams are also flawed, so now’s the time to rethink how assessment works.
The languages and the methods of classroom assessments need to be expanded. Such changes will make assessment more inclusive and fairer for all, particularly First Nations students.
Grades may be a crude incentive for students aspiring to the highest performance, but they have little influence on those who take satisfaction from the learning process.
David Berkovitz, a business professor at Chapman University, is suing the unknown students so he can subpoena Course Hero to identify who posted the exam questions, his lawyer says.
This course provides an overview of learning design to help you to conceptualize authentic assessments. Participants in the course will acquire knowledge of the competencies and skills needed in the contemporary workplace, focusing on assessment strategies that engage and motivate learners in the e-learning environment that promote both academic integrity and deep learning.
This course will cover the fundamentals of creating learner-centered digital assessment through 21st century examples via visual layouts, interactive forum discussions, and online practical exercises. Upon completion of this course, participants will have relevant knowledge and practical strategies to design learner-centered digital assessment focusing on academic integrity, engagement, authenticity, and deep learning in the e-learning environment.
Unlike some of my peers, I'm not an opponent of the multiple-choice quiz. It's a convenient and efficient means of assessing e-learners, if it's done well. The problem, unfortunately, is that it's often done poorly. So poorly, in fact, it's embarrassing. At my workplace, I am regularly subjected to the multiple-choice quiz. In fact, over…
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