Testing/Academic Honesty On-line

1. Testing/Academic Honesty On-line Brandon Crisel Deborah Korth Mathematical Sciences

2. Will They Cheat?

3. Cheating in online classes is no more or less than cheating in traditional classes. • Grijalva, Kerkvliet, & Nowell (2006)

4. Face to Face Proctoring Strategy One

5. Computer Testing Environment • Testing Services • Hotz Hall 700 • MRTC • SCEN 203

6. Fall 2010 Effectiveness • Testing Center 9,814 Tests 2,323 Final Exams 557 EOC Exams + 1,633 Quizzes 14,327 Total • Classroom • 7998 In-class Quizzes • Academic Dishonesty • 2 Rule Violation Cases

7. Running a Testing Center • Rule/Procedure Structure • Trained Proctors • Identification System • Cameras

8. Starting a Testing Center • Need Space • Initial Computers from NSF Grant • Updates • Donations from Surplus • Buy in small batches as budget allows

9. Online Proctoring Strategy Two

10. Online Proctoring • Monitor Student Behavior • Visual • Auditory • Computer Activity • Lockdown • Recorded • Ensure Student Identity • Challenge Questions • BioMetrics • Test Development

11. Web Cam Monitoring • Real Time and/or Recorded • Visual and Audio Observations • Tech Support • Remote Access to Computer

12. Web Cam Monitoring Proctor U Proctor Cam www.proctoru.com/ www.proctorcam.com

13. Third Party Challenge Question www.Acxiom.com/StudentIdentity

14. Handwriting Recognition www.studentpen.com Bio Pen

15. Retina Scan Iris Scan http://www.eeye.com/Home.aspx

16. Human Ear Canal Identification Technology Speech Recognition

17. Hand Geometry Palm Vein Identification

18. Face Identification Keystroke Biometrics

19. Keystroke Biometrics • Photo Matching Authentication • System Lockdown • Real Time Proctoring • No direct communication with proctor • drop down menu • Data Forensics

20. Webassessor • Testing Platform • Item Banking www.kryteriononline.com/testing_platform/

21. Finger Print Recognition

22. Software Secure ******** • Microphone • 360 Camera • Computer Lockdown • Institutional Access www.softwaresecure.com/

23. No Proctoring Strategy Three

24. Math Placement Assessment http://math.uark.edu/

25. Academic Integrity Statement Remember, the purpose of the Math Placement Assessment is to place you in the math class that best suits YOU.  Therefore, it is very important that only YOU work on your tests and study plans.  The only person hurt by cheating on the Assessment will be YOU because you will be placed in the wrong class.  Students placed in the wrong class often fail that class which is just a waste of your time and money.  Therefore, take your time.  Do the best you can on the tests.  Work hard on your study plans.  Get placed in the right class.  Be successful at the University of Arkansas next semester!

26. Our Numbers • Math Placement Assessment 1,600 PALG 420 MALG + 285 PCALC 2,305 Total • Courses • Homework • 53,148 Online Quizzes

27. Multimedia IntegrityTeaching Tool (MITT) http://vgncds.bsu.edu:82/universitycollege/article/0,,26306--,00.html • Educational tool to prevent cheating • Designed at Ball State University

28. Test Development & Procedure Tips* Source: “Curbing Academic Dishonesty in Online Courses” by Anita Krasak Proceedings from the 2007 Technology Colleges and Community Worldwid Online Conference

29. Syllabus • Clear warning • Outline penalties • Link to College’s Academic Honesty Policy

30. Test Development* • Design questions that could not be answered easily unless the individual has done the previous work in the course (Olt, 2002); • Have students apply personal experience when answering questions (“Strategies to Minimize”, 2006); • For courses that test using calculations, give each student the same exam with numbers changed slightly (Goldsmith, n.d.); • Use multiple-choice questions only for ungraded assignments (Goldsmith,n.d.);

31. Test Development* • Use “rote memory” questions for “gauging the pace of the course and identifying students who are lost” (Hollands, 2000); • Use multiple-choice tests to emphasize important terms and concepts. Nelson said that he permits referring to the textbook for answers – “so much the better; for some, sad to say, it may be the only time they read the text” (1998, pp. 7-8 ); and • Design open book questions so that they are more than “scavenger hunts” for correct answers (Golub, 2005).

32. Test Procedures* • Do not make a test available until the day you want students to begin taking it (Hollands, 2000); • Assign a password to each exam and make it available to a student just prior to his attempt (Olt, 2002); • Use several short quizzes to make it difficult for students to get constant help (Olt, 2002); • Use multiple-choice exams for practice testing only (Ritter, 2006);

33. Test Procedures* • Allow multiple attempts, making testing a learning experience (Ritter, 2006); • Set time limits (Ritter, 2006); • Monitor beginning and submission times for students in each section(Steuver & Harter, 2004); • Routinely compare student answers (Rowe, 2004); • Use multiple forms of exams, randomizing questions from a large pool; and • Randomize the answers on multiple-choice questions (Rowe, 2004).

34. Alternative Assignment

35. Is a test the best way or only way to measure if a student has mastered the material?

36. Questions? • Dr. Korth: dkorth@uark.edu • Mr. Crisel: bcrisel@uark.edu