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1.
Phillip Dawson Wendy Sutherland-Smith Mark Ricksen 《Assessment & Evaluation in Higher Education》2020,45(4):473-482
AbstractContract cheating happens when students outsource their assessed work to a third party. One approach that has been suggested for improving contract cheating detection is comparing students’ assignment submissions with their previous work, the rationale being that changes in style may indicate a piece of work has been written by somebody else. This approach is time consuming, but recent advances in machine learning and natural language processing suggest that it may be well suited to computerization. We trialed an early alpha version of Turnitin’s Authorship Investigate tool, which compares students’ submissions against their previous work. Twenty-four experienced markers from five units of study were asked to make decisions about the presence of contract cheating in bundles of 20 student assignments, which included 14 legitimate assignments and six purchased from contract cheating sites. We asked markers to determine if each assignment was contract cheating, then provided them with an Authorship Investigate report and let them change their decision. Marker accuracy at detecting contract cheating increased significantly, from 48% to 59% after using the report, with no significant difference in false positives. These findings suggest that software may be an effective component of institutional strategies to address contract cheating. 相似文献
2.
AbstractContract cheating happens when students commission someone else to do assessed work for them. While it is already illegal in 18 jurisdictions, others are considering making the provision of contract cheating services illegal. To date, legal approaches to addressing contract cheating have faced little scrutiny in the peer reviewed literature. This article outlines some challenges with the legal approach to combating contract cheating. To this end it examines a segment of the contract cheating market to determine if contractors operate in localities where contract cheating services have been made illegal. The results suggest that contractors operate in plain sight, offering services to and from localities where services are prohibited by law. On the basis of the current challenges with enforcement of legal rules, this article recommends some alternative strategies for addressing contract cheating. 相似文献
3.
Wendy Sutherland-Smith Kevin Dullaghan 《Assessment & Evaluation in Higher Education》2019,44(8):1148-1162
AbstractContract cheating sites advertise that they provide high quality, undetectable, bespoke work delivered in a timely manner to students purchasing their assignments. This paper tests contract cheating sites’ promises about the products they sell. We built on previous reported research examining contract cheating sites’ persuasive features which were mapped into three major dimensions. In this study, we explore how those dimensions are realised in practice. By purchasing 54 assignments from 18 different contract cheating sites across a range of disciplines, we found contract cheating sites’ promises flawed. Many sites do not deliver assignments on time, or at all; they provide variable quality assignments (including fail grade work), and do not necessarily respond rapidly to user queries. When markers graded work, 52% of cheated tasks failed to meet the university pass standard. Furthermore, many contract cheating sites retain the right to share personal details with third parties under their privacy clauses and require levels of personal identification that leave users vulnerable. Students need to be aware that contract cheating sites’ slick advertising is not necessarily borne out in reality. Universities can draw on this study’s findings for student awareness and deterrence campaigns pointing out the risks of using contract cheating sites. 相似文献
4.
AbstractContract cheating providers exist as businesses with a single shared intention, to profit on a student’s inability to fulfil academic requirements for themselves. For contract cheating providers to make money, the correct market conditions are required. First, providers need to be able to offer the expertise that students request. Second, students need to be financially able to pay for specialist support across a diverse range of different areas. If students are unable to meet the price or require expertise that providers do not offer, the transaction is not going to be completed. Therefore, an examination of the demand-side of the contract cheating process in terms of subject matter expertise and the price of offers is important. The research presented in this paper is based on the analysis of 1579 Twitter messages (tweets) that contract cheating providers engaged with. The study aims to examine price variation and the type of assignments students seek to outsource. For typical requests such as essay writing, students are shown to be willing to pay $33.32 per 1000 words. Some services carry a premium, particularly where a student wishes to hire an impersonator to take an examination for them. The student demand for paid help is seen to be highest in the mathematics field, suggesting that students feel under-equipped and under-supported in this area. The paper concludes by discussing further implications of this research and strategies for the minimisation of contract cheating. 相似文献
5.
Phillip Dawson Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2018,43(2):286-293
Contract cheating is the purchasing of custom-made university assignments with the intention of submitting them. Websites providing contract cheating services often claim this form of cheating is undetectable, and no published research has examined this claim. This paper documents a pilot study where markers were paid to mark a mixture of real student work and contract cheating assignments, to establish their accuracy at detecting contract cheating. Seven experienced markers individually blind marked the same bundle of 20 second-year psychology assignments, which included 6 that were purchased from contract cheating websites. Sensitivity analyses showed markers detected contract cheating 62% of the time. Specificity analyses showed markers correctly identified real student work 96% of the time. Our results contrast with contract cheating sites’ claims that contract cheating is undetectable. However, they should be taken with caution as they are from one course unit in one discipline. 相似文献
6.
Contract cheating is currently a concern for universities and the higher education (HE) sector. It has been brought into the spotlight in recent years through the growth of online essay mills, where students can easily commission and purchase written assessment responses. This study contributes to the wider literature on academic integrity in HE by examining the phenomenon of contract cheating from a supply‐side perspective, thereby considering the essay mill offering and student interaction with it. The authors covertly engage with five essay mills, before successfully completing an assignment purchase with two of these providers. The pre‐purchase stage of an assignment transaction is first examined, unpacking ten reassurance cues used by essay mill providers in the text of their websites. These reassurance cues help to ensure the attractiveness of the essay mill product to potential student consumers. The analysis then moves to explore the ethical discourses around academic integrity that essay mills provide, revealing inconsistencies in their stance towards the potential for academic misconduct from the use of essay mill services. Finally, the article explores the quality of the essay mill product, through grading and Turnitin® reports for the two purchased essay mill assignments. Following recent calls for the outlawing of essay mills, this article provides a timely addition to current understanding of this phenomenon, and the associated challenges of contract cheating in HE. 相似文献
7.
Tracey Bretag Rowena Harper Kiata Rundle Philip M. Newton Cath Ellis Sonia 《Assessment & Evaluation in Higher Education》2020,45(1):125-139
AbstractThis article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support. 相似文献
8.
Phillip Dawson Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2019,44(5):715-725
Contract cheating occurs when students outsource assessed work. In this study, we asked experienced markers from four disciplines to detect contract cheating in a set of 20 discipline-specific assignments. We then conducted a training workshop to improve their detection accuracy, and afterwards asked them to detect contract cheating in 20 new assignments. We analysed the data in terms of sensitivity (the rate at which markers spotted contract cheating) and specificity (the rate at which markers spotted real student work). Pre-workshop marker sensitivity was 58% and specificity was 83%. Post-workshop marker sensitivity was 82% and specificity was 87%. The increase in sensitivity was statistically significant, but the increase in specificity was not. These results indicate that markers can often detect contract cheating when asked to do so, and that training may be helpful in improving their accuracy. We suggest that markers’ suspicions may be crucial in addressing contract cheating. 相似文献
9.
10.
Dr. Ronald L. Abrell 《Clearing house (Menasha, Wis.)》2013,86(4):171-173
Regrettably, cheating is widespread on all levels of our educational system. Effective monitoring and judicial review processes that ensure that students who cheat are subjected to appropriate disciplinary action are essential. However, policing is not enough. We must go beyond policing to change the culture of the classroom in ways that discourage cheating. This includes doing a better job of explaining why cheating is unacceptable, structuring exams and writing assignments in ways that make it difficult for students to cheat, and fostering an environment of mutual respect in the classroom that encourages students to buy into the educational process, rather than attempt to subvert it. 相似文献
11.
A survey of university business professors1 focused on their use of individual assignments in courses and their views on cheating and its impact on student learning.
Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most facult2 believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence.
They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students
obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain
the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are
influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the
university. The discussion centres on the three stakeholders — faculty, students and administration — the need for culture
change, and the role of honor codes in controlling cheating and supporting a learning environment. 相似文献
12.
Josie Ransome 《Assessment & Evaluation in Higher Education》2018,43(1):126-137
A substantial proportion of university students report committing plagiarism and related forms of misconduct. An academic integrity-focused approach to addressing plagiarism emphasises the promotion of positive values alongside education of staff and students about good, and bad, practice in writing, studying and assessment design. The concept was developed many years ago and is seen as desirable, yet it is not clear whether academic integrity features prominently in the education of academics themselves. We analysed source texts for postgraduate certificates in higher education (or equivalent) at UK universities. Overall, academic integrity was poorly addressed in these texts, and the language used (‘cheating’, ‘plagiarism’) was not reflective of an academic integrity-based approach. Newer issues, such as the purchasing of custom written assignments (contract cheating), were barely addressed. We conclude that the concept of academic integrity needs to be integrated into mainstream discourse around teaching in UK higher education. 相似文献
13.
Susan Rowland Christine Slade Kai-Sheng Wong Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665
Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message. 相似文献
14.
S.A. Barringer 《Journal of Food Science Education》2008,7(3):47-53
ABSTRACT: The busy instructor wants to help their students learn but is often pressed for time. This article presents 6 grading techniques that help the students learn without taking a lot of time. First, not grading an assignment saves time and can still be valuable as long as the instructor carefully structures it so the students still have an incentive to complete the assignment and still learn from the assignment. Second, students can grade their own assignments and receive immediate feedback on the correct answer using commercially available scratch off sheets. Third, giving team rather than individual grades encourages peer tutoring as long as teams are carefully managed. Fourth, in-class peer grading lets students learn from each other, by reading how others did the assignment and discussing it with their team. Fifth, doing an in-class grading lecture over all of the students' assignments at once allows you to give feedback on common mistakes and is especially helpful when students are unclear on the assignment. Sixth, a grading rubric saves time writing comments and helps the students understand exactly what is expected and is the basis for their grade. These techniques can save time in grading while helping the students to learn the material better. 相似文献
15.
国家助学贷款的现状及理性思考 总被引：1，自引：0，他引：1
刘明 《河南师范大学学报(哲学社会科学版)》2004,31(2):172-174
国家助学贷款是国家为资助家庭经济困难高校学生而推出的重要政策,目前已初见成效;但在具体实施过程中也出现了学生“骗贷”和违约不还贷、银行热情不高的现象,究其原因是多方面的,需要社会、银行、学校、学生等各方面的共同努力,以使此项“惠民”工程得到良性发展。 相似文献
16.
Cath Ellis Karen van Haeringen Rowena Harper Tracey Bretag Ian Zucker Scott McBride 《高等教育研究与发展》2020,39(3):454-469
ABSTRACTContract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students. 相似文献
17.
Malcolm Clarke Clive Butler Peter Schmidt-Hansen Mary Somerville 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):5-11
Brunel University currently has four distance learning MSc courses, with over 500 students registered, and one undergraduate distance learning course. Some have been running for over five years, and well‐established practices have been developed and provide a basis of support for the university. Quality assurance in the university has always been considered in three, equally important, ways: the curriculum and its assessment; the handling of coursework and assignments; and the liaison with students. The lesson we have learned is that a distance learning programme must be based on an existing full‐time MSc programme, which is the gold standard for curriculum and its assessment, and where possible, common examinations and assessment be used. This can be further assured by scrutinisation by the associated research council. This is going to become ever more important with the increasing scrutiny by overseas governments on the academic quality of distance learning courses, which seek assurance on the comparability and quality of degrees. Quality assurance for the handling of coursework and assignments must be secure and demands a high overhead of paperwork. Detailed feedback to students on their assignments is essential, but this can, at the same time, form a quality assurance check for later progression decisions. We also copy and retain approximately 10% of the assignments for the same purpose. Rapid turnaround is essential if feedback is to be timely and therefore useful, and quality checks on processing time should be standard. Quality assurance for the procedures for liaison with distance learning students are somewhat harder to measure quantitatively. The mark of good distance learning must be its tutorial support. This demands good communications. Our own course, entitled Data Communications Systems, benefits from the high proportion of use of electronic communications, namely email, which allows fast turnaround of questions, yet is not intrusive. However, it is deemed essential that hard copy of all such correspondence is kept. Migration to other Internet support services, such as the World Wide Web, videoconferencing and groupware, is inevitable. 相似文献
18.
Tracey Bretag Rowena Harper Michael Burton Cath Ellis Philip Newton Karen van Haeringen 《Assessment & Evaluation in Higher Education》2019,44(5):676-691
This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning. 相似文献
19.
Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially
a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic
dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings
of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%;
(2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student,
gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied
from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females
reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest
practices than other class ranks. 相似文献
20.
考试作弊的博弈分析及对策 总被引：1，自引：0，他引：1
杜绝考试作弊行为是高校教育的重要举措。分析了大学生作弊的原因,在此基础上运用完全信息静态博弈理论分析监考老师与学生的博弈模型,并进一步提出防止作弊的策略。 相似文献