Learning to Cheat: Quantifying Changes in Score Advantage of Unproctored Assessments Over Time
Learning to Cheat: Quantifying Changes in Score Advantage of Unproctored Assessments Over Time
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学习作弊：量化无人监考评估的分数优势随时间的变化
DOI：
10.1145/3386527.3405925
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Zilles, Craig
中科院分区：
文献类型：
--
作者：
Chen, Binglin;Azad, Sushmita;Fowler, Max;West, Matthew;Zilles, Craig
督导教育评估(例如，测验和考试)是有成本的，无论是在教师(和/或课程工作人员)的时间上，还是在支付督导服务的费用上。以前对监考效用的估计(通常是通过估计没有监考的考试的分数优势)差异很大，大多使用跨学科的实验设计，有时统计能力较低。我们在一门有5门监考和4门非监考的校园编程入门课程中，使用N=510名学生的受试者内设计，研究了无监考与监考的分数优势。我们发现，学生在无监督考试中的得分比在监督考试中高出3.32个百分点(p<；0.001)。然而，更有趣的是，我们发现，随着学期的推进，这种在无监督考试中的分数优势稳步增长，从学期初的0个百分点上升到期末的7个百分点左右。由于这一优势最明显的解释是作弊，我们将这种行为称为学生群体“学习作弊”。数据表明，这两个人都在作弊，作弊的平均好处在整个学期中都在增加。此外，我们观察到，在整个学期中，参加无监督考试的人数减少了，而参加监督考试的人数保持不变。最后，我们根据问题类型估计了分数优势，发现我们的长格式编程问题在无人监督的考试中具有最高的分数优势，但对这一发现有多种可能的解释。
Proctoring educational assessments (e.g., quizzes and exams) has a cost, be it in faculty (and/or course staff) time or in money to pay for proctoring services. Previous estimates of the utility of proctoring (generally by estimating the score advantage of taking an exam without proctoring) vary widely and have mostly been implemented using an across subjects experimental designs and sometimes with low statistical power.We investigated the score advantage of unproctored exams versus proctored exams using a within-subjects design for N = 510 students in an on-campus introductory programming course with 5 proctored exams and 4 unproctored exams. We found that students scored 3.32 percentage points higher on questions on unproctored exams than on proctored exams (p < 0.001).More interestingly, however, we discovered that this score advantage on unproctored exams grew steadily as the semester progressed, from around 0 percentage points at the start of semester to around 7 percentage points by the end. As the most obvious explanation for this advantage is cheating, we refer to this behavior as the student population "learning to cheat". The data suggests that both more individuals are cheating and the average benefit of cheating is increasing over the course of the semester. Furthermore, we observed that studying for unproctored exams decreased over the course of the semester while studying for proctored exams stayed constant. Lastly, we estimated the score advantage by question type and found that our long-form programming questions had the highest score advantage on unproctored exams, but there are multiple possible explanations for this finding.
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影响因子：
3.5
作者：
Hartwig, Marissa K.;Dunlosky, John
通讯作者：
Dunlosky, John
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DOI：
--
发表时间：
2019
期刊：
International Conference on Computer Supported Education
影响因子：
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作者：
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通讯作者：
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影响因子：
1.1
作者：
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通讯作者：
M. Lanier
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影响因子：
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作者：
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通讯作者：
P. Charlesworth
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DOI：
--
发表时间：
2015
期刊：
影响因子：
--
作者：
Matthew West;Geoffrey L. Herman;C. Zilles
通讯作者：
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