I feel that I have a cheating student in one of my classes, I make two different copies of my quizzes and or tests and then alternate them between the students, give one student test A and the next student test B, and then again test A and then test B, I even do this if I have a large class and there is no room to seperate them and if I do have room then I make sure there is only one person to a table, I also make everyone remove everything from in front of them so I may stay in on spot and look around the room and they know that I do this, as a matter a fact I heard one of my students say to another one just the other day don't you know that our techer is aware of everything that goes on during class time and she hears everything so we can not get away with anything.
Hi Vanessa,
I fully monitor my tests by being on my feet and watching students closely.
Patricia Scales
Hi Gary,
Breaks can be way risky during test time. It has been known that students take a bathroom break to check how to do something that they do not know how to do on the test.
Patricia Scales
I have found that a quiz on the material helps the students know what they need to study more in preparation for the future exam.This can be oral or written.
In addition to the responses listed, I also like to reinforce test taking strategies before administering the exam, and I make sure to move around the classroom while the test is out.
The day or class before a test, I instruct students to leave their books, backpacks, and cell phones in their cars or to place everthing at the fron of the class. During testing, I will start out at the front of the class and then migrate slowly to the back to observe students taking their tests. One way to eliminate cheating is to have students to turn in their tests prior to going to restroom or break. They have to come to me to get test returned which allows a quick observation of the student.
I changed the rules in my class. Our school policy says "if you think a student is cheating they are" and the student receives a zero. That is negative to me so I tell the students that I will not give them a zero when they look around the room or across the table. I tell the students to cover their answer sheets so if they allow them to be seen at all they are the one cheeting. Its not much diffrent but it is accepted by the students and it has worked well.
Hi Tamara,
It is simple to make various versions of a test with the testing software that is available now.
Patricia Scales
I feel it's important to build a good relationship with each student before that opportunity presents itself. When they feel they've broken my trust and let me down, it seems they are less likely to cheat. But on those rare occasions when I have to call them on it, I'm always careful to be certain I have enough evidence. And I also do so in a private setting.
I was surprised by one of the answers on the quiz for this section, because it dealt with this very issue. The tutorial indicated that students who cheat, often do so because they are afforded the opportunity. So while it's true that cheating students have broken my trust, I assumed that the correct answer would be that they are testing the system and seeing how far they can get because, as the tutorial points out, they "often have ethical issues."
What I have recently done (which may not always be done). Is to have a version A and a version B of tests/quizzes.
Also I have even asked the Director for another available classroom to spread the students out. (that is with having another instructor available for testing.)
I put students into individual rows or sections, whenever possible, to keep a reasonable distance between them. I also give quizzes and tests that are varied in their format, so that there are some True/False questions, some multiple choice, some fill in the blank and some "Describe the ... method." This approach limits opportunities for cheating.
I talk to the class in general about cheating and explain to them that I will do all I can for them to succeed. I also talk to the student in question privately and ask if there is an issue that I can help with. I give a zero for the assignment and let them know that this is considered a verbal warning and that another occurrence will require a meetign with the program director.
Cassandra
I have done this as well. I have even used the same test and just written Test A and Test B at the top. Very effective technique. I also give the "don't even let me think you are cheating speech."
Hi David,
I have some students that have cheated before not because they did not understand the content, it was because they chose not to study for whatever reason. It was very surprising because the potential was definitely there. They simply dropped the ball and tried to make up for it in an unethical way.
Patricia Scales
Hi Charles,
You are right! You have a pretty good idea if a student is going to pass an exam or not. If you ever feel as though a student is not going to pass the exam, be proactive and offer additional help to the student.
Patricia Scales
One of the most effective ways to prevent, or reduce student's cheating in your class is student engagement. I have always been a big fan of the small classroom, which enables the instructor to stay engaged with each student's progress. This allows the instructor to assess whether, or not the student is retaining the information, and capable of actually passing an exam, before it is administered.
The way that I reduce cheating in my classes is to have the students sit everyother seat or one student per table and when they are done I have them hold unto the test until everyone is done and then I collect them. This eliminates the student from talking to other classmates and it stops them from getting into their backpacks.
I don’t think that if a student is cheating, it should come as a surprise to the student or the teacher. If the information was clearly demonstrated to the student and checked for comprehension; then there would be no need for cheating. Sadly, this is not the normal case however. Interacting with the class as much as possible will ensure that the instructor knows the capabilities of the student before the test ever takes place.
I remind my students that they have to take a national and/or state board. this usually helps them do their own work.
Academic dishonesty rears its ugly head when the opportunity is made available to him or her. Who should really take the blame: students or the instructors? Influencing factors from the students’ perceptive might be stress, test anxiety, unclear expectations, valuing success at any cost, or believing that everyone cheats. Influencing factors from the instructors perceptive might be environmental conditions related to overcrowding, inadequate lighting and desks, small rooms, or reused tests, the teacher’s fear of confrontation, or a lack of confidence in a grievance procedure. Perhaps, both the student and instructor share this burden. I realize this doesn't answer your question directly, yet I feel as if we should examine our (teachers) ethical reasons as well.
