I like the multiple test idea. We should all have one or two backup tests for those that are not in class that day and have to makeup the exam. Great Idea.
Ensuring students are aware of what is expected of them in the test and show them ways to prepare and study. Avoiding overcrowding and different versions of the test
Multiple tests seems like a great idea or even a test with the questions in different order would prevent cheating.
Best way is to state the intolerance loud and clearly to students at the beginning of the course. Thereafter, state the same before each test is given. Also pointing out how a previous student had failed the course due to violation of honor code would be practical.
I have done the same as Paul, giving more than one version of the test. That seems to cut down cheating. I have also rearranged the seating on exam days to remove the option of cheating off the "A" student sitting next to them.
I've done different things depending on the class activity and size of class. Giving three versions of the skills test reduced the chance of someone coping another's movements if they are close enough to watch. For large written exams I have the students line up at the front of room, give them last pointers about test taking and have them count off. As I walk around the tables, I'll call out a number and that person has to sit at that spot for the exam. They never know where they will end up in the room. I always stress to them that there will be opportunities for written answers on the exam besides m/c and true/false. The only thing allowed at their seat is a writing utensil. If they forgot or didn't know they needed a calculator, they have to use the giant oversized button calculator in the classroom. This usually prevents any further amnesia. No phones are allowed for calculations.
I try to arragne the class so there is one seat in between each student.
I also make several versions of the same test.
I agree. This is work intensive-coming up with multiple versions, but it certainly works.
We also use a professionalism rubric which accounts for 10% of their grade. Cheating is not only an institutional policy/violation, but it afects 10% of their overall grade. This has been helpful in reducing cheating in my experience.
The set up of the class, and my ability to monitor the class. I have learned to avoid the "I"ll get some work done while they take their test" thinking. I use my eyes and watch. This seems to settle most students.
I give them the penalties for cheating this way they undersatnd the consequences. i also give a mini review before the exam so they feel comfortable and less likely to cheat if they are prepared.
I have tried a few options, I make several different tests but they all look alike just arranged differently and the students are not aware they are different, I also make all studnets clear everything off their desk and I walk around the room keeping my eyes on the students at all times.
I have the students switch papers and grade other papers while I read the questions & randomly engage the students in the answers.
I have a broad open study session on the material coverage.
a few days before the test I randomly ask students for the material answers outloud in lecture class to keep them engaged and fully attentive. Most students pride themselves on knowing the subject material and/or have studied and comprhended well.
I help to preapre the students inadvance by always asking students to write notes on their formulas and take shorthand notes for unolfing the recipes in Lab class.
I sit at the back of the class when students are taking the test.
I ask them not to cheap and strive for an A by studying their lecture and lab notes.
Hi Andrea,
I understand your perspective. When I create study guides, I put all information on the study guides so that students understand that all information is important.
Patricia Scales
Hi Robert,
It is amazing the length students will go to in order to cheat. I need to look into the spy pens/pencils.
Patricia Scales
I have mixed feelings about study guides. In a sense, to me it feels like spoon-feeding them exactly what they have to know for a test. This does not prepare them for real life. It also implies that the rest of the information presented in class that is not on the study guide is unimportant.
Depending on my class size will depend on what method i use. I always walk around the room and stand mostly to the back. If i have a smaller class then they can spread out. With larger classes, i have test A & test B. Every other student will have the same test just rearranged in different areas of the test.
Stand at the back of room during exams.
Fortunately, I have the advantage of teaching State certified classes, which means that all of the student's cell phones must be collected by the instructor prior to any test in our particular case. We also assign them a school-designated pencil and allow no other writing instruments during testing. Both cell phones and some "spy pens or pencils" can take pictures of written tests, so they are simply not allowed.
We'll even look at the labels on student's soft drinks to make sure they have not been replaced with inappropriate notations.
By monitoring them more and making my presentation more interesting and making them involve more
