Practices to Reduce Cheating in Online Testing

University Life 143

On April 15, 2015 the Iowa State Daily published a story entitled, “Teachers look for increased security as students share online exam answers.” This article revealed the significance of purposefully selecting an assessment method; as well as, the importance of previewing what and how the system will show results and feedback to students after completing their test.

The following resources can help faculty reduce the issues outlined in the article:

  • Best Practices for Online Testing: While many aspects of Blackboard’s online testing are intuitive, the importance of test grades in most classes and the variety of situations students may encounter make it important to understand the available options and their implications.
  • Iowa State Instructor Tip: Pay close attention to the “Test Results and Feedback” section [View PDF]
  • Tips to Reduce the Impact of Cheating in Online Assessment (Northern Illinois University) Preserving the integrity of student learning assessment is as much of a priority for online courses as it is for traditional face-to-face instruction. Although there is concern that academic dishonesty or ‘cheating’ might be more likely to happen in an online setting, studies comparing face-to-face and online settings have yielded mixed results (Grijalva, Nowell, Kerkvliet, 2006; Lanier, 2006; Stuber-McEwen, Wiseley, Hoggatt, 2009).


Originally posted on the Center for Excellence in Learning and Teaching (CELT) website