First, the not-so-good news
There is no such thing as a “cheat-proof” assessment.
Now, for the good news
Instructors can reduce the likelihood of academic misconduct through assessment design and the context for assessment.
Such designs and contexts are those that help students to
- see the value of the learning,
- hold positive expectations, and
- regard academic integrity as the norm.
We can categorize these in terms of actions to take related to
- assessment method,
- nature of the restrictions or conditions set for completing the assessment, and
- context for the learning itself.
The following table groups strategies and what we might expect students to say (in italics) about the experience if design elements like these were in place.
Broad Strategies and What Students Might Say
|Assessment Method||Nature of Restrictions||Context for Learning
|Value the learning||Choice:
I got to select my topic, or my format for assessment to be what I find motivating
I can see how learning to do or produce what is required on this assessment relates to my future
I would need to be able to use my knowledge or skills under similar restrictions in ‘real life’
I value and respect the teaching and learning relationships my instructor has established
|Hold positive expectations||Feedback:
I received information about my learning progress and what I need to do next to improve
I can manage my time and effort to do what is required
I have practised for this assessment under these same restrictions and now I know what to do
I expect this assessment offers students an equitable and fair opportunity to show what has been learned
|See academic integrity as the norm||Transferable:
I see how skills and values for academic integrity transfer to my future
I see how collaborative and independent work is done appropriately in this field
I see that assessments are monitored by instructors and academic misconduct has consequences
I see how my instructor has supported my (and our) academic integrity
Looking for ideas?
What would it take in terms of revision or adjustment to your current assessment to allow students to make some or more of the kinds of statements that appear in italics?
An email to firstname.lastname@example.org to set up a discussion with an interested educational development specialist or review of Gwenna Moss Centre resources like this one can allow you to take a manageable next step in assessment design. For ideas on different formats and methods, the Waterloo Centre for Teaching Excellence has several good information pages, for example: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/assignment-design/types-of-learning-activities