Georges Detiveaux &�John Williams���#UHDintegrity

Opening Remarks

• No magic bullet & no single practice will suit you
• Depending on your workload, departmental practices, student culture, course level, & objectives, select the practices that best suit your situation
• It’s everyone’s job to deter academic dishonesty
• These practices work best when discussed with colleagues and students alike
• Think of these as descriptive rather than prescriptive

General Instructional Practices

• Diversify your gradebook such that the burden of doing well on one item isn’t a temptation
• Promote a culture of respect for academic integrity so learners can take pride in their work
• Prior to testing, allow learners to demonstrate they can think well and write well on their own
• Have learners tell you and the class what the trickle-down effects of academic dishonesty are
• Have your students create an honor code that they will agree to follow for each graded assignment
• Create assessments where feedback and revision are considered (as opposed to a one-off test) as part of the grade
• Require proctoring for high-stakes assessments: all UHD online courses can use Testing Services for the entire semester’s exams provided the faculty member requests them

General Instructional Practices�(cont’d.)

• Provide an extensive exam review wherein learners play a part in developing the content / outlining each important question, topic, or problem
• Be explicit about what plagiarism is and how it is dealt with (in the syllabus, in a module in the course, etc.)
• Create a low-stakes assessment on the topic of plagiarism
• Provide library and web resources on plagiarism (enlist library staff for assistance with this)
• Discuss good digital citizenship and copyright (again, library staff are very willing to help here)
• Encourage your students to visit the writing center (they do offer web consultations)
• Incorporate writing where possible, and become familiar with each student’s writing style

General Instructional Practices: More on Writing

• While not always easy to incorporate (workload), writing is an excellent way to deter plagiarism (when deployed correctly).
• Structure writing as a process with milestones along the way (prewriting, editing, drafting, revision, publishing) and artifacts to submit at each step. You end with a trove of proof of learning that is harder to cheat.
• Use Zoom for 1:1 consultations at each step of the writing process.
• Poll students for their interests and or use local/current events to narrow down topics and align them with course objectives, or encourage students to pose questions and explore those through writing (instead of assigning topics) while working within the lens of the course objectives / content.

General Testing Practices

• Vary question types: M/C, T/F, ordering, FITB, questions that are posed through multimedia (video, audio, still image)
• Use question banks with set levels of difficulty for sections to pull from
• Edit questions in test banks to reflect the current semester / departmental terminology
• Scramble question order
• Prevent backtracking
• Limit your testing window
• Present one / few question(s) at a time
• Require response to be saved after each question
• Include a question on the exam that has the learner summarize their term paper
• Include an opportunity for the student to reflect on their progression as it played out in the writing process

Writing Good Test Questions

• Match the outcomes/objectives addressed with a specific level of Bloom’s Taxonomy. Where should the learner be based on the verb of the outcome/objective?
• Questions that have the learner demonstrate higher-order thinking (analysis, synthesis, evaluation) are more difficult to cheat than lower level ones (knowledge, comprehension, application).
• MC questions don’t necessarily lend themselves well to synthesis and evaluation; however, you can still approximate them (have student identify a rule or concept after having been presented with a characteristic of the rule in the question stem instead of the other way around).
• Use distractors that are believable (ones that you anticipate to be commonly selected wrong answers).
• Use charts and graphs in conjunction with a question to have students interpret meaning (if the subject matter allows).

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Writing Good Test Questions (cont’d.)

• Match the outcomes/objectives addressed with a specific level of Bloom’s Taxonomy. Where should the learner be based on the verb of the outcome/objective?
• Use premise-choice or multi-logical thinking questions (requires knowledge of more than one fact) wherein the stem presents two premises and the learner then must select the correct, best, most important, first, or most correct solution.
• Use questions whose stems include a scenario upon which the learner has to make an educated decision using the content covered.
• Turn verbs into nouns: in the stem, instead of describe, use select the best description. You may think this is just language trickery (and it is), but it sets the learner up to make more informed decisions.
• For more info, including access to MagnaPubs videos on the topics of assessment and academic integrity, UHD faculty may email me at ctle@uhd.edu.

Respondus 4.0

• Create Higher level multiple choice
• http://bit.do/MCquestions
• http://bit.do/whyMC
• Using Respondus 4.0
• http://bit.do/respondus4
• http://bit.do/download-respondus
• http://bit.do/respondus-server
• http://bit.do/respondus-questions

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#UHDintegrity

Multiple Choice Options

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• Randomize Answers
• No two tests or attempts are the same!
• http://bit.do/testquestions

#UHDintegrity

Limit Availability

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• 1 Attempt by default
• Available 1 to 3 days
• http://bit.do/testavail

#UHDintegrity

Set Timer

• Force Completion:�❌Not Recommended
• Timer & Auto-submit:�✓Recommended
• http://bit.do/testtimer

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#UHDintegrity

Limit Feedback

Display feedback after:

• Due date
• Availability ends
• All attempts graded
• On specific date
• http://bit.do/testfeedback

Set Display of Questions

• One at a time: �Deter attempts to record test
• Randomize Questions:�No two tests/attempts are the same!
• http://bit.do/questiondisplay

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#UHDintegrity

Lockdown Browser

• Not like conventional web browsers.
• Automatic password prevents from using conventional web browser.
• http://bit.do/uhdlockdown

Lockdown Browser

Still, students might...

use printed materials or personal electronic devices.

collaborate with others.

not be who they say they are.

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#UHDintegrity

Monitor

• Verifies identity
• Verifies environment
• Deters use of external notes, devices, and collaboration.
• http://bit.do/ldbmonitor
• http://respondus.com/webcamtest

Monitor

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• Review timeline of user activity.

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• Intermittent snapshots taken during exam.

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• Video can be started from thumbnail.

ProctorU

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• Don’t have time to review every student’s test?
• Outsource it to ProctorU!

#UHDintegrity

ProctorU

• Live proctor
• Verifies identity
• Verifies environment
• Monitors student
• http://proctoru.com
• http://bit.do/uhdtesting

ProctorU

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• Students pay with financial aid refund.
• Similar to paying for textbook.
• Mention additional cost in syllabus.

#UHDintegrity

Thank you!

• Questions?
• Twitter: #UHDintegrity
• Find this presentation: http://bit.do/uhdintegrity
• UHD Training Calendar: http://bit.do/uhdtraining
• Contact TTLC Training: (713) 221-8200

Works Consulted / For Additional Info

Bean, John. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Hoboken, NJ: Jossey-Bass, 2011.��Dickinson, Mike. “Writing Multiple-Choice Questions for Higher-Level Thinking.” Learning Solutions Magazine. 5 December 2011. ��Kominski, Carol. “Designing Multiple Choice Tests to Measure Higher Order Thinking.” Test Item Writing, Paper 10, 2012. ��Lang, James. Cheating Lessons: Learning from Academic Dishonesty. Cambridge, MA: Harvard UP, 2013. ��Michael, Timothy & Melissa Williams. “Student Equity: Discouraging Cheating in Online Courses.” Administrative Issues Journal: Education, Practice, and Research 3.2 (2013): 30-41. ��CTLE/TTLC Links on Academic Integrity in Online Courses: https://www.uhd.edu/computing/services-training/training/Pages/Cheating-Reduction-Strategies.aspx