A Conceptual Framework for Detecting Cheating in Online and Take‐Home Exams. (21st September 2017)

• Record Type: Journal Article
• Authors: D'Souza, Kelwyn A.; Siegfeldt, Denise V.
• Is Part Of: Decision sciences journal of innovative education. Volume 15:Number 4(2017:Oct.)
• Page Start: 370
• Page End: 391
• Publication Date: 2017-09-21
• Subjects: Cheating Detection Framework -- Cheating Mitigation -- Descriptive and Inferential Statistical Modeling -- Goldfeld‐Quandt Test -- Online Exam Cheating -- Take‐Home Exam Cheating; Business education -- Periodicals; 658.00711
• DOI: 10.1111/dsji.12140
• Languages: English
• ISSNs: 1540-4595

Abstract

ABSTRACT: Selecting the right methodology to use for detecting cheating in online exams requires considerable time and effort due to a wide variety of scholarly publications on academic dishonesty in online education. This article offers a cheating detection framework that can serve as a guideline for conducting cheating studies. The necessary theories and related statistical models are arranged into three phases/sections within the framework to allow cheating studies to be completed in a sufficiently quick and precise manner. This cheating detection framework includes commonly used models in each phase and addresses the collection and analysis of the needed data. The model's level of complexity ascends progressively from a graphical representation of data and descriptive statistical models to more advanced inferential statistics, correlation analysis, regression analysis, and the optional comparison method and the Goldfeld‐Quandt Test for heteroskedasticity. An instructor receiving positive results on the possibility of cheating in Phases 1 or 2 can avoid using more advanced models in Phase 3. Tests conducted on sample courses showed that models in Phases 1 and 2 of the proposed framework provided results effectively for over 70% of the test groups, saving users further time and effort. High‐tech systems and low‐cost recommendations that can mitigate cheating are discussed. This framework will be beneficial in guiding instructors who are converting from the traditionally proctored in‐class exam to a take‐home or online exam without authentication or proctoring. In addition, it can serve as a powerful deterrent that will alleviate the concerns that an institution's stakeholders might have about the reliability of their programs.