How much randomization is needed to deter collaborative cheating on asynchronous exams?

How much randomization is needed to deter collaborative cheating on asynchronous exams?
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需要多少随机性才能阻止异步考试中的协作作弊?

DOI:
10.1145/3231644.3231664
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发表时间:
2018
期刊:
Proceedings of the Fifth Annual ACM Conference on Learning at Scale
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通讯作者:
C. Zilles
C. Zilles
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--
文献类型:
--
作者:
Binglin Chen;Matthew West;C. Zilles

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本文研究了异步考试的随机化作为对协作作弊的防御。异步考试是指学生在不同的时间参加考试,可能是在一个多天的考试期间。当一个学生(信息生产者)提前参加考试,并将考试信息传递给后来参加考试的其他学生(信息消费者)时,就会发生协作作弊。使用计算机化考试和家庭作业问题的数据集,在一个有425名学生的课程中,我们发现5.5%的学生(平均而言)作为信息消费者,他们不成比例地研究考试中的问题。这些信息消费者(“骗子”)有着显著的优势(平均13个百分点)当每个学生都被给予同样的考试问题时(即使每个学生的参数都是随机的),但当学生从两到四道题中随机选出一道题时,这种优势就下降到几乎可以忽略不计的水平(2- 3个百分点)。我们的结论是,四个(甚至三个)的问题,其中也包含随机参数池的随机化,是一种有效的缓解协作作弊。我们的分析表明,这种缓解的部分原因是作弊的学生有更大的池不完整的信息。
This paper investigates randomization on asynchronous exams as a defense against collaborative cheating. Asynchronous exams are those for which students take the exam at different times, potentially across a multi-day exam period. Collaborative cheating occurs when one student (the information producer) takes the exam early and passes information about the exam to other students (the information consumers) that are taking the exam later. Using a dataset of computerized exam and homework problems in a single course with 425 students, we identified 5.5% of students (on average) as information consumers by their disproportionate studying of problems that were on the exam. These information consumers ("cheaters") had a significant advantage (13 percentage points on average) when every student was given the same exam problem (even when the parameters are randomized for each student), but that advantage dropped to almost negligible levels (2--3 percentage points) when students were given a random problem from a pool of two or four problems. We conclude that randomization with pools of four (or even three) problems, which also contain randomized parameters, is an effective mitigation for collaborative cheating. Our analysis suggests that this mitigation is in part explained by cheating students having less complete information about larger pools.
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作者:
Lijuan Wang;Zhiyong Zhang;J. Mcardle;T. Salthouse
通讯作者: Lijuan Wang;Zhiyong Zhang;J. Mcardle;T. Salthouse