Best practices in e-assessments with a special focus on cheating prevention

Grünigen, Dirk von; Benites, Fernando; Pradarelli, Beatrice; Magid, Amani; Cieliebak, Mark

doi:10.1109/educon.2018.8363325

Cited by 17 publications

(12 citation statements)

References 13 publications

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“…In distance education, a biometrical profile is very important to verify a student's identity, specifically for high-stakes final examinations. The student profile can be linked to the identity management system of the institution by, for example, taking photos at registration and comparing it with the photo identification on the date of the assessment (Fisher et al 2016;Von Grünigen et al 2018).…”

Section: Identity Verificationmentioning

confidence: 99%

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The new face of alternative assessment in accounting sciences - technology as an anthropomorphic stakeholder

Swart

Shuttleworth

2021

sajhe

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Worldwide, more and more higher education institutions are making use of online or distance education, due to the increasing demand for tertiary education. In this article, the problem addressed relates to the importance of technology as a stakeholder in alternative assessments for undergraduate accounting sciences modules in an online, non-venue-based, technology-enhanced environment. The purpose of this article is to demonstrate how technology, due to its importance and impact, acts similarly as a human stakeholder and should be treated as an anthropomorphic stakeholder in an online technology-enhanced environment, considering its powerful role. A qualitative approach was followed, and action research was used to develop a conceptual framework. This conceptual framework demonstrates how stakeholder theory could ensure the legitimacy of qualifications through identity verification of students in an online environment through improved performance and innovation potential. These findings contribute to the body of knowledge and due to its importance, technology could be considered as an anthropomorphic stakeholder in the creation, improvement, or restructuring of assessments at online educational institutions.

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Section: Identity Verificationmentioning

confidence: 99%

“…In an online environment, these methods could be combined with the use of a camera to provide more surety. Remote access should also be blocked, to prohibit third parties to view and perform actions on the student's computer screen (Von Grünigen et al 2018).…”

Section: Validation Of Authorshipmentioning

confidence: 99%

The new face of alternative assessment in accounting sciences - technology as an anthropomorphic stakeholder

Swart

Shuttleworth

2021

sajhe

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“…Mange tiltak kan begrense fusk ved samarbeid mellom kandidater under eksamen (Von Gruenigen et al, 2018;de Sande, 2015;Fendler & Godbey, 2016). Derimot fins det vesentlig faerre tiltak mot fusk hvor kandidaten får hjelp av en tredjepart, selv om økt interaktivitet og muntlighet i eksamen kan bidra.…”

Section: Konklusjonunclassified

Kan fusk på hjemmeeksamen forhindres?

Sindre¹

2021

NJSTEME

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For hjemmeeksamen som skjer helt uten tilsyn, er fusk en større bekymring enn for mange andre vurderingsformer. Plagiatsjekk kan være delvis effektivt for besvarelser som forventes å ha et sterkt individuelt preg, men i mindre grad for eksamensoppgaver med én eller noen få riktige løsninger, som ofte forekommer i grunnleggende MNT-fag. Erfaringer og anekdoter fra korona-våren 2020 tyder på et stort omfang av fusk. Forskningsspørsmålene for denne artikkelen er som følger: 1) Hvilke virkemidler fins for å redusere risikoen for fusk ved hjemmeeksamen, utover æreskoder og plagiatsjekk? 2) Hva er fordeler og ulemper med disse virkemidlene? Det sentrale bidraget i artikkelen er at virkemidler presenteres i en taksonomi, hvor vi ser på tiltak knyttet til utformingen av eksamen, kontroll underveis i utførelsen, og undersøkelser av besvarelser i etterkant. Mange tiltak kan være effektive når det gjelder å begrense fusk ved samarbeid mellom kandidater under eksamen. Derimot fins det vesentlig færre tiltak mot fusk hvor kandidaten får hjelp av en tredjepart, selv om økt interaktivitet og muntlighet i eksamen kan bidra.

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“…The security risk associated with e-exams is a core issue (von Grünigen et al., 2018) which cannot be overlooked. Hillier and Fluck (2013) call for more research into secure, reliable digital systems and procedures that offer a graduated transition pathway from pen to keyboard.…”

Section: Introductionmentioning

confidence: 99%

E-Examinations and the Student Experience Regarding Appropriateness of Assessment and Course Quality in Science and Medical Science

Ambikairajah

Tisdell

2019

Journal of Educational Technology Systems

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The interest in, and use of, computers and software for assessment is reported to be increasingly popular via electronic examinations (e-exams). We deepen our understanding of the design, reception, and effectiveness of e-exams for history and philosophy of science modules, undertaken by first-year advanced science and medical science students at university. We employ a quasi-experimental research design approach to examine our implementation of e-exams on reported student satisfaction regarding the suitability of the information provided about the assessment requirements, appropriateness of the assessment methods, and overall quality of the associated courses. We report statistically significant increases in student satisfaction regarding the suitability and appropriateness of the assessment methods or requirements. The outcomes of this research highlight new avenues for educators to explore including (a) the innovative use of associated software (Maple TA TM ) for

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Best practices in e-assessments with a special focus on cheating prevention

Cited by 17 publications

References 13 publications

The new face of alternative assessment in accounting sciences - technology as an anthropomorphic stakeholder

The new face of alternative assessment in accounting sciences - technology as an anthropomorphic stakeholder

Kan fusk på hjemmeeksamen forhindres?

E-Examinations and the Student Experience Regarding Appropriateness of Assessment and Course Quality in Science and Medical Science

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