I think spreading the class out works best. Unless someone has 20/10 vision, they will not be able to see other student's answers. I also like the idea of sitting behind the students because it keeps them on their toes because they don't know if they are being watched.
I make several copies of each test and make the class aware that I am actively watching the class.
Some classes are very crowded. We do not have the space to put a seat between students. We solve this by writing multiple versions of the test. Each student takes a different version of the test (usually 3 versions per class, depending). We make sure that they have a different version than their neighbors. We also have different versions that are reserved for students who take a test a day early or late. It makes it a bit harder to grade but they are all Scantron. We let the students know in advance. It has been sad and yet humerous when a student tries to cheat in this system. They score very poorly and they have no explanation, especially when the neighbor did well. But we know what happened. One really low test score usually does the trick.
In large classes we will have another instructor help "proctor" the test. One at each end of the class and they move around occassionally.
On computer based tests, we shut down and reset all the computers in between classes. Some students have found ways to save answers for their buddys in the next class session.
No cell phones are allowed in the class at any time. Too many camera phones! They are not allowed to use their cell phones as calculators.
No earbuds are allowed, students are not listening to music, they are listening to the answers recorded by their pals.
The instructor sweeps the room intermittently. I have found answer sheets stuffed in the privacy panel of desks.
If you forget your book, you test without it. Students were writing test answers in the dictionaries and then "borrowing" them during a test or "Loaning" them to their neighbor who happened to forget theirs.
And the number one deterrant to cheating is a very strict policy. When caught, and most likely you will be, you are immediately and automatically expelled and must appeal to a board of instructors and administrators to come back. Not fun.
Spread the students out. Give essay questions or skill problems to solve.
As an administrator, I find that it's difficult when one student complains about another student's cheating. Eliminating the opportunity by staying alert rather than catching up on e-mails is a strategy I encourage. If someone does have a valid complaint, you will still need proof and documentation in order to act, which can be frustrating if you aren't paying attention. Also, I see that a lot of instructors try to deal with the issue on their own and never report it to the dean. I make sure all instructors know the policy and the proper procedure to follow to make sure everyone is dealing with siutations consistently which sends one message to the students for everyone. Reporting through administration also can help us to identify patterns of behavior.
By using different versions of the test with scrambled questions. I also use more short answers than multiple choice and completion sentences. I walk around the class the entire time of the test.
Making sure that the students know the material being tested and this eliminates the desire to cheat. Also havhaving the students aware of the consequences discourages cheating.
I also use this same form and as I am giving out the tests, I advise the students that there are different forms of the test. I have only had ont encounter with a student who stated "why does she have a different test than me?" I quickly replied "thank you for telling me I was not aware". I then proceeded to announce that there were different versions.
Hi Sarah,
I understand the importance of having the desk clear during testing. I've even known students to put cheat notes on bottled water.
Patricia
I make sure to seat the students well apart from each other during tests and quizzes, as well as using several different versions of the same test. In a practical situation it's a little harder to control the students' temptation to cheat by using someone else's product, or previously made items, but I have a closed box in our walk-in that we use solely on test days. By working out of only one space, access to previously made items is denied, and with clear labels on all product, it's easy to see whose is whose.
I use two or three versions of the test so that students do not have the same exam as the person next to them.
Also, students must have all of their belongings off of the table-no hiding behind back packs or sneaking peeks at notes. Students are not allowed to use calculators that can store equations, nor may they have their cell phone out in class.
Hi David,
Classroom management is imperative to minimize cheating. Simply, students knowing that they are being watched can deter cheating.
Patricia
By using multiple test forms making it so students near one another can look at someone elses paper. By supervising your class in an obvious fashion.
Hi Kenneth,
What thorough respone! You appear to do a fantastic job to minimize cheating. I agree, cheating will always occur. As instructors, we must continue to do what we can to minimize it. I love the lectures you give to your students about honesty, integrity, and trust.
Patricia
Hi David,
What do you make known to your students about he presonal, professional, and public consequences of cheating?
Patricia
I like how you phrased the question of reducing the opportunity for cheating and not working to eliminate it. Of course, it is very unrealistic to expect that all cheating will be eliminated. Unfortunately, I believe it is a part of human nature to cheat if the pressure builds and the circumstances are right. So the best thing we can do as instructors is reduce the likelihood of cheating occuring.
The first thing I do is make clear from the outset the consequences for cheating. I usually include a small section in the Syllabus Addendum describing those consequences. They can range from failure on the test or assignment or failure and dismissal from the class. I also refer students to our college's Student Handbook to read the section on cheating.
Another thing I do is give the students "the integrity and honesty lecture." In this lecture, I make clear that employers are looking for honest people of integrity and the place to begin that process is now. I also go into other consequences of cheating, such as robbing fellow students, especially if you happen to grade on a curve, robbing yourself of the knowledge that you are paying the college lots of money to obtain, robbing your future employer as they would expect you to have this knowledge and to be truthful; and likely setting yourself up for a future of dishonest behavior. And whether you like it or not, sooner or later the truth comes out.
Other practical ways I use to reduce cheating is: try not to have students sit close to one another during an exam - in other words, put space between them ; alter my tests from quarter to quarter in case a copy was made or students consult with one another as to what the answers will be; use reaction papers instead of strict research papers - this forces students to give me their opinions instead of simply regurgitating information... this also helps students develop higher critical thinking skills; if I suspect plagarism, use available Internet or software programs to expose it or meet with the student privately and ask them specific questions regarding their paper... I have found that asking the student questions about their paper is a sure fire way to expose any plagiarism; I place myself in a prominent position in the classroom while tests are being administered and scan the classroom periodically watching for body language; and prohibit anything else on the desk except for the quiz or exam.
Other, less subtle always, is to develop good relationships and rapport with students. If the students perceive that you honor and respect them, they are more likely to reciprocate that honor and respect back to you. They will not want to disappoint you or "let you down" by violating your trust through cheating. If you expect your students to act with integrity, they will often do so.
But you also have to be wary of "con men and women" who will feign respect and honor in the hopes to manipulate you in order to both cheat or reduce the consequences if found cheating. Fortunately, I have found that these kind of students are a minority, and that the majority of students want to be seen as people of integrity and do not want to disappoint their instructor by giving into the temptation of cheating. If I encounter a con, I quickly confront them about their classroom performance, and if necessary, bring others in (like The Dean of Students) to conduct an "intervention." If that fails, then dismissal from the college may be our only option.
Let students know upfront the personal, professional and public consequences for cheating that is caught.
Hi Martha,
I fully understand how walking around can cause nervousness. I tend to change positions as my students are testing. I stand in the front, back, and sides. My students know my normal montoring practices during a test.
Patricia
David, sitting in the back as suggested in the back helps to eliminate cheatting. I find this works better than walking around. Walking around can increase the stress level of an already stressful situation.
Stanley, I do something similar to this. I tell the students that there is a form A and B, etc.. I mark the exams with the A, B, etc... The exams are actually the same so I can use the same key to grade all exams. So far it has worked well and no one has caught on.
Hi Rajeswari,
I think it is a good idea to secure a signature. Students take things more seriously whenever they have to sign. By signing, it draws their attention as to how important the matter really is.
Patricia
