Stephen Downes

Knowledge, Learning, Community

This is a follow-up to Michael Feldstein's post on Chegg (covered here) and explores what educators can do about online cheating. The first set of solutions consists essentially of ways of making the test harder, and prompts Dave Cormier to ask, "if last year's exam was fair, and this year’s exam is harder... doesn't that make this year's exam unfair?" He then looks at the contrast between well-structured and ill-structured problems. The former are clear and have clearly right answers, and constitute the majority of questions used in academia. But they're also the ones students can cheat on. Ill-structured questions don't have clear right and wrong answers. So why don't we just start using them? Well, they're harder to mark, and they may introduce unfairness in grading. So that leads us to... part 2, which will appear sometime in the future.

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Stephen Downes Stephen Downes, Casselman, Canada
stephen@downes.ca

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Last Updated: Mar 31, 2021 01:52 a.m.