Student Perceptions of Faculty Use of Cheating Deterrents
Evidence is provided on faculty use of cheating deterrents for in-class exams. The evidence comes from a survey of students who report on their most recent in-class exam in a randomly selected course that they are taking. Three types of cheating are considered: (i) advance knowledge of exam questions; (ii) copying; and (iii) other improper student actions during the exam. The deterrents examined consist of the following: (i) a rate of repeating questions; (ii) multiple versions of the exam and seating arrangements; and (iii) monitoring. The sample size is small but may cover about one-fourth of the faculty at the institution at which the survey was conducted.
KeywordsCheating Deterrents Faculty
- Barnett, D., & Dalton, J. (1981). Why college students cheat. Journal of College Student Personnel, 22(6), 545–551.Google Scholar
- Brown, B., Weible, R., & Olmosk, K. (2010). Business school deans on student academic dishonesty: a survey. College Student Journal, 44(2), 299–308.Google Scholar
- Graham, M., Monday, J., O’Brien, K., & Steffen, S. (1994). Cheating at small colleges: an examination of student and faculty attitudes and behaviors. Journal of College Student Development, 35, 255–260.Google Scholar
- Kerkvliet, J., & Sigmund, C. (1999). Can we control cheating in the classroom. The Journal of Economic Education, 30, 331–343.Google Scholar
- Volpe, R., Davidson, L., & Bell, M. (2008). Faculty attitudes and behaviors concerning student cheating. College Student Journal, 42(1), 164–175.Google Scholar