Handling Potential Cheating During Virtual Exams in a Pandemic: Strategies and Success Stories

In light of the global COVID-19 pandemic, many educational institutions have had to pivot to virtual learning. As we have seen a shift from traditional in-person exams to online assessments, the challenge of ensuring academic integrity has become more pronounced than ever. This article will explore the strategies adopted by educators, focusing on the specific case of how a university professor dealt with potential cheating during a virtual exam, and the unexpected positive outcomes of their approach.

The Context: The Shift to Virtual Learning

During the Spring semester of 2020 at my university, a significant change in the academic calendar was necessitated when we moved from traditional face-to-face classes to virtual Zoom sessions. This change was abrupt, occurring just before spring break. Despite the challenges, we still had three exams to deliver, all in an objective, multiple-choice format. The transition to virtual assessments required innovative strategies to maintain academic honesty.

The Problem: Monitoring Student Behavior

The challenge of ensuring that students did not cheat during the virtual exams was significant. With no supervision, students had access to all their learning materials, making it easy for them to consult notes and books during the exam. This absence of face-to-face supervision made proctoring exceptionally difficult. Thus, the need for a new approach was paramount.

Strategies for Virtual Exam Proctoring

To address this issue, I decided to take a different approach. First, I shortened the time allowed for the exam from 50 minutes to 35 minutes. This change was not just to mitigate cheating; it was also to ensure that students could not simply browse through their books and notes without enough time to find the correct answers. Additionally, I allowed students to treat the exam as an open-book exam, believing that it would give cheaters the same advantages as honest students, thus leveling the playing field.

The Implementation and Outcome

The implementation of this strategy was straightforward. Before the exam, I communicated the new time limit and the open-book policy to my students. I emphasized that while the time limit was shorter, the exam format would remain exact. This transparency helped in setting clear expectations and reducing anxiety among my students.

The results were somewhat unexpected. While a few students did complain about the shortened time limit, many others believed that the structure of the exam was fair. One particular example stood out: a student who had previously performed less well in in-person exams found herself scoring slightly higher on the virtual exams. By allowing open-book access and reducing the time, the pressure to cheat was significantly reduced.

Lessons Learned and Best Practices

This experience taught us several valuable lessons about virtual exam proctoring and maintaining academic integrity. Key takeaways include:

Shorten the Exam Duration: Reducing the time limit can force students to focus deeply on the questions and answers, reducing the temptation to cheat. Open-Book Policy: Allowing access to learning materials can create a more trustworthy environment, as students know they are not at a disadvantage. Transparency: Clearly communicating the new rules and expectations can help alleviate student fears and guide them towards ethical behavior.

These strategies, when combined, can effectively reduce the risk of cheating during virtual exams, thereby maintaining the integrity of the assessment process. While every institution and subject may require a tailored approach, these strategies can serve as a useful starting point for educators.

Conclusion

The transition to virtual exams during the pandemic has presented unique challenges in test proctoring. By adopting innovative strategies and focusing on clear communication, educators can maintain academic honesty and ensure that all students have a fair and beneficial learning experience.