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As much as we tend to believe that everything is developing for the better, the published data seems to show that the tendency to cheat on exams tends to increase in the long term[1], [2].

Fig. 9.1 Development of the probability of students cheating on an exam over the course of half a century[3].

According to research, the rate of cheating on tests has increased dramatically over the past century[4]. For example, between 1963 and 1993, the rate of serious cheating on written tests increased from 39% to 64%[5].

Tests are the gateway to many educational and professional objectives. It is therefore not surprising that the motivation to cheat is high. In an informal survey conducted in 2007 among 30,000 American college students, 60.8% admitted to cheating during their studies[6]. The same survey showed that 16.5% of them do not even feel it is an ethical problem. In other studies, up to 85% of students report cheating on tests at least once during their studies[7]. At the same time, social tolerance for cheating is increasing, especially when it is done via the Internet[8].

A survey conducted at Fordham University made a surprising finding: it pointed to a significant difference between the academic averages of cheating students and their honest counterparts. Cheaters belong to a group with statistically significantly better academic results than those who do not cheat. It is pertinent to ask what role a purely achievement-oriented motivation plays in the formation of these attitudes.

At the same time, 91% of students considered teachers ignoring cheating as being highly unethical[9].

Under these circumstances, it is obvious that for tests of great importance, attention should be paid to their security. In the broader context of testing security considerations, we must take into account the sum of values ​​that could be compromised in the event of a security breach. If the cheaters were successful, candidates who the test should have excluded could pass the test. Not only would the work of the teachers who prepared the tests be ruined, but the reputation and credibility of the entire institution that runs the tests would also be threatened. One of the prerequisites for the validity of summative assessment is its credibility and objectivity. At the same time, the importance of ensuring the security of the assessment increases with the importance of the exam.

Curiously, there is less literature on this important topic than we would expect. In part, this may be because the necessary know-how was fragmented and held by test takers. It is also partly because publishing cheating detection procedures undermines their intent. However, in recent decades, texts covering this entire area are starting to appea[10], [11].

Most evaluations at universities have a periodicity associated with the rhythm of the academic year. As a result, security care should also be repeated regularly. The institution sets the rules (e.g. admissions procedure) and the participants try to achieve the best possible result within these rules. The institution then corrects its rules to optimize selection, while maintaining impartiality and objectivity. From this point of view, testing security is not a steady state, but a cyclical process.


Fig. 9.2 Diagram of the security cycle of deterministic testing (loosely according to[12]).


Odkazy

Reference

  1. ↑ BERNARDI, Richard A., Ania V. BACA, Kristen S. LANDERS a Michael B. WITEK. Methods of Cheating and Deterrents to Classroom Cheating: An International Study. Ethics & Behavior [online]. 2008, 18(4), 373-391 [cit. 2021-10-7]. ISSN 1050-8422. Dostupné z: doi:10.1080/10508420701713030
  2. ↑ CIZEK, Gregory J. a James A. WOLLACK. Handbook of Quantitative Methods for Detecting Cheating on Tests. New York and London: Routledge, 2017. ISBN 978-1-138-82180-4.
  3. ↑ SIMS, Randi L. The Relationship Between Academic Dishonesty and Unethical Business Practices. Journal of Education for Business [online]. 2010, 68(4), 207-211 [cit. 2021-10-7]. ISSN 0883-2323. Dostupné z: doi:10.1080/08832323.1993.10117614
  4. ↑ Richard A. Bernardi , Ania V. Baca , Kristen S. Landers & Michael B. Witek (2008) Methods of Cheating and Deterrents to Classroom Cheating: An International Study, ETHICS & BEHAVIOR, 18:4, 373-391, DOI: 10.1080/10508420701713030
  5. ↑ McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219–232.
  6. ↑ Online Education Database (OEDb). 8 Astonishing Stats on Academic Cheating [online]. ©2010. Poslední revize 2010-12-19, [cit. 2012-11-25]. <http://oedb.org/library/features/8-astonishing-stats-on-academic-cheating>.
  7. ↑ DE KLERK, Sebastiaan, Sanette VAN NOORD a Christiaan J. VAN OMMERING. The Theory and Practice of Educational Data Forensics. Theoretical and Practical Advances in Computer-based Educational Measurement. Cham: Springer International Publishing, 2019, 2019-07-06, , 381-399. Methodology of Educational Measurement and Assessment. ISBN 978-3-030-18479-7. Dostupné z: doi:10.1007/978-3-030-18480-3_20
  8. ↑ VRBOVÁ, Jana. „Co mi ve škole vadí víc, podvádění, či klamání?“ Postoje žáků k nečestnému chování ve škole v kontextu školního podvádění. Studia paedagogica [online]. 2013, 18(2-3) [cit. 2021-10-7]. ISSN 1803-7437. Dostupné z: doi:10.5817/SP2013-2-3-6
  9. ↑ KEITH-SPIEGEL, Patricia, Barbara G. TABACHNICK, Bernard E. WHITLEY JR. a Jennifer WASHBURN. Why Professors Ignore Cheating: Opinions of a National Sample of Psychology Instructors. Ethics & Behavior [online]. 1998, 8(3), 215-227 [cit. 2021-10-7]. ISSN 1050-8422. Dostupné z: doi:10.1207/s15327019eb0803_3
  10. ↑ FOSTER, David. Security Issues in Technology-Based Testing. WOLLACK, James A. a James J. FREMER. Handbook of Test Security. London: Routledge, 2013, s. 39-83. ISBN 978-0415805643.
  11. ↑ CIZEK, Gregory J. a James A. WOLLACK. Handbook of Quantitative Methods for Detecting Cheating on Tests. New York and London: Routledge, 2017. ISBN 978-1-138-82180-4.
  12. ↑ DE KLERK, Sebastiaan, Sanette VAN NOORD a Christiaan J. VAN OMMERING. The Theory and Practice of Educational Data Forensics. Theoretical and Practical Advances in Computer-based Educational Measurement. Cham: Springer International Publishing, 2019, 2019-07-06, , 381-399. Methodology of Educational Measurement and Assessment. ISBN 978-3-030-18479-7. Dostupné z: doi:10.1007/978-3-030-18480-3_20
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