The instructor creates valid and reliable procedures for assessing student learning that mitigates cheating. This ensures the course is fair and respected by students, provides a useful evaluation of learning outcomes for accrediting bodies, and maintains integrity of the degree program and university.
Developing personal relationships and creating an active learning environment can help foster academic integrity. Online environments, where students may feel anonymous, make it easier for students to justify academic dishonesty. Larger classes can further compound this problem. Therefore, the activities suggested in this section and Facilitating an Engaging Learning Community help build trust, accountability, and a sense of community to discourage academic dishonesty. The following links are to articles concerning online anonymity and academic dishonesty in both the academic and business settings.
Use available technology including online proctoring, Lockdown Browser and use of webcams.
Utilize plagiarism detection software paired with a rubric that includes a component for the originality expected. Note that plagiarism detection tools may have incomplete databases and may not be effective for identifying purchased work.
Limit time to complete a quiz/exam and the time period a quiz/exam is open (e.g. 12-hour time period)
Limit how students may access a test question (lock after answering) or an assignment (adaptive release).
Use algorithms to create custom assessments and question pools, randomize questions, and randomize answer choices (for M/C).
Remember to publish your changes.