Cheating the System or Yourself?

This post is provided by guest blogger, Callie Surber, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

The fourteen strategies Stephanie Budhai (2020) lists to reduce cheating in online exams are full of consistent examples of how to proceed with integrity in the examination environment. Her examples range from technological prevention within platforms to psychological tips to put the student into a better ‘non-cheating’ mindset prior to the exam. Academic integrity begins with the educator setting the tone from the initial design of the online course, and Budhai’s article puts that process into action for the teacher’s benefit.

While these strategies are strong and support the practical nature of assessments, I do worry about the feasibility in implementing the strategies. Can all workplaces or higher education invest in the programming, platforms, and personnel needed to combat just one area of improvement in the online assessment environment? Do companies or institutions care too much about catching students in the act of cheating instead of instilling sense of moral inventory before an assessment? Ultimately, this article is aimed at the academic and training institutions where students feel pressured to cheat the system.

Reference

Budhai, S. S. (2020, May 11). Fourteen simple strategies to reduce cheating on online examinations. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/educational-assessment/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations/

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