![]() ![]() Our method uses these actions to indicate cheating. These traces, in the form of on-line actions, are commonly archived by distance education systems. Such knowledge may involve a logical combination of available materials, maths calculation with custom inputs, and custom problem assignment.Įvery student who accesses on-line course content, including the exam, leaves digital traces. ![]() A specific type of these exams is where the answers cannot be ‘googled’ or shared via private chats or social networks, as the exam solution requires a good understanding of the topic. This unfair acting may occur in any unproctored on-line exam. In this work, we elaborate a method to indicate that a student cheated in the form that she/he shared their login credentials with somebody else, who actually took the exam (a better educated student). Currently, there are no definite solutions available to combat the problem of cheating. Despite its advantages, a common problem is the unproctored on-line examination where cheating is easier than in proctored written or oral exams. We compared student cheating risk scores between four academic terms, including two terms of university closure due to COVID-19.Įducational institutions have broadly implemented distance learning, especially during the COVID-19 pandemic. ![]() ![]() The method can be used to select students for knowledge re-validation, or to compare student cheating across courses, age groups, countries, and universities. The found cheating risk scores are presented along with examples of indicated cheatings. 3600 students in 22 courses, where the partial or final on-line exams were unproctored. We work with customized IP geolocation and other data to derive the student’s cheating risk score. The method is based on the analysis of the student’s on-line traces, which are logged by distance education systems. In this paper, we propose a method to automatically indicate cheating in unproctored on-line exams, when somebody else other than the legitimate student takes the exam. Student learning and examinations moved on-line on a few weeks notice, which has created a large workload for academics to grade the assessments and manually detect students’ dishonesty. Screenshots Demonstrating Canvas Test Set UpCOVID-19 has disrupted every field of life and education is not immune to it. Remind them that the Harvard Honor Code applies and that you expect them not to access outside materials during the test. Tell students that they will be taking a closed-book test and should close all applications and browser tabs other than the one for your course Canvas Site. Direct students to set up their webcam so that it shows a good view of them in their work area. See below for illustrative screenshots To Give an Auto-Graded or Canvas-Based TestĬreate your test questions using the available Canvas Quiz question types.Īll students must have a working webcam. If, during the exam, you or a TF cannot adequately see a student work area, ask the student to reposition their camera. Once you have finished giving instructions, give the access password so students can begin the exam. Tell students to use private Zoom chat to ask questions of the instructor. NOT allow their individual test paper to be readable on the video. Help you to see that they are not using outside materials or communicating with others The setup should:Īllow the student to see their screen and interact with it Direct students to set up their webcam so that it shows a wide view of them in their work area. Have all your students join a Zoom session at the time of the exam.Īll students must have a working webcam. Provide an additional 10 minutes on the exam time to account for the upload process. Set up the exam as a Canvas Quiz with an access password.Īdd a single "File Upload" question, providing the exam paper as a pdf download.ĭirect students to complete the exam on paper and then take photographs of the pages and upload them into Canvas. While these techniques potentially require more on trust than 3d party proctoring software, they make minimal demands on student computers and bandwidth and are likely to cause less stress for students. The below methods rely only on technologies that you and your students will already be using for your course. All of your students will need to have access to a webcam (which could be their computer or even their phone). If you feel a closed-book, timed exam is important in your course, you can hold one in Zoom. ![]()
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