I have recently come upon a few interesting ideas about the conditions we create for assessment in higher education, especially with respect to deterring academic dishonesty. Standing out to me right now is a 2013 book I’ve been reading by James Lang titled “Cheating Lessons.” This book provides inspiration, encouragement, and practical advice to teachers in higher education. Lang’s premise is that cheating is an inappropriate response by students to environments that convey an emphasis on performance within the context of extremely high stakes and where extrinsic motivators overpower the “intrinsic joy or utility of the task itself” (p. 30).
Lang points his readers to an innovative assessment practice I found quite intriguing. Professor John Boyer, in his apparently infamous World Regions class of 2,670 (!) students at Virginia Tech, affords students maximum flexibility in assessment. He structures a multi-choice assessment system that pushes students away from performance orientation and instead puts the responsibility on students to choose ways of demonstrating their learning via a point system. I highly recommend a visit to Boyer’s web page for more information on his innovative approach at http://www.thejohnboyer.com/new-education/.