An article in Chronicle of Higher Education explains how the increase in online courses has made cheating a lot easier. For example, Bob Smith (not his real name) successfully arranged a test-cheating scheme with several friends. The tests “pulled questions at random from a bank of possibilities” and could be taken anywhere, but had to be taken within a short window of time each week:
Mr. Smith figured out that the actual number of possible questions in the test bank was pretty small. If he and his friends got together to take the test jointly, they could paste the questions they saw into the shared Google Doc, along with the right or wrong answers. The schemers would go through the test quickly, one at a time, logging their work as they went. The first student often did poorly, since he had never seen the material before, though he would search an online version of the textbook on Google Books for relevant keywords to make informed guesses. The next student did significantly better, thanks to the cheat sheet, and subsequent test-takers upped their scores even further. They took turns going first. Students in the course were allowed to take each test twice, with the two results averaged into a final score.
“So the grades are bouncing back and forth, but we’re all guaranteed an A in the end,” Mr. Smith told me. “We’re playing the system, and we’re playing the system pretty well.”
Researchers who study cheating are urging cooperation. “Historically this kind of research has been a bit of a black box,” says Neal Kingston, an education professor at the University of Kansas and the director of the school’s Center for Educational Testing Evaluation. “It’s important that the research community improve perhaps as quickly as the cheating community is improving.”
(HT: Marginal Revolution)