Assessment Innovations that Reduce Cheating

and Enhance Learning

John Boyer (joboyer@vt.edu)      Dept. of Geography

Virginia Tech

You think you got cheaters?

About our courseTitle: World Regions (Geography 1014)Students: ~2500 in Fall; ~600 in Spring (+600 in Wine)(of diverse origins, academic levels, and knowledge levels)Used to be all Live Lecture: Wednesday 7pm-9pmOptional class movies 2-3 times during the week2 large screens set up - one with lecture and other with rotating regional slides

...but increasingly going totally ON-LINE

...but increasingly going totally ON-LINE

...thus increasing the opportunities for even more

cheating???

Well, I’m no genius (and barely a professor), but I will tell you what we do to minimize and discourage that behavior, and can share a decade’s worth of experience along with the current experimentation we are dabbling with....

Strategy #1: Give them options(so they are not as compelled to cheat in zero-sum scenarios)

1080 points = A, 940 points = B, etc.

1)13 weekly quizzes x 30pts =400 (+10 for doing all 13)2)Midterm Exam =1253)Final Exam =1254)World Leaders Exam 50x2 =100 5)Films 5x20pts =100 (20/each up to 100 points max)6)Geographic Film Scripting =150 (50/each up to 150 points max)7)Non-class events paper =150 (25/each up to 150 point max)8)Atlas quizzes (11) =1109)Twitter Assignment =20010)World Leaders Bio =5011)Forum Commenting (13wks) =200 (15/each week)12) Storify New Curation =180 (15/each up to180 points max)13)International Interview =5014)Flash Quizzes =???15)Plaid Correspondents/Artists =???Total 2000+ ???

Our Ultra-Large Class Basic Philosophy

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:-Maximum flexibility in assignments

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:-Maximum flexibility in assignments-Maximum flexibility in communications

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:-Maximum flexibility in assignments-Maximum flexibility in communications-Increased interactions among all players

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:-Maximum flexibility in assignments-Maximum flexibility in communications-Increased interactions among all players

In essence....

Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates

-We have adopted the opposite approach:-Maximum flexibility in assignments-Maximum flexibility in communications-Increased interactions among all players

In essence.... To evolve from a rigid, top-down, and highly structured format to a more decentralized, user-defined, and personalized experience for the learners.

Thus...

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

+Students are treated as individuals, take “ownership,” and create class synergy beyond walls of classroom

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

+Students are treated as individuals, take “ownership,” and create class synergy beyond walls of classroom

+Incorporates social networking technologies to build community, engagement, and social presence in and out of the classroom.

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

+Students are treated as individuals, take “ownership,” and create class synergy beyond walls of classroom

+Incorporates social networking technologies to build community, engagement, and social presence in and out of the classroom.

*Creates a positive feedback loop to empower students when it comes to assessment

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

+Students are treated as individuals, take “ownership,” and create class synergy beyond walls of classroom

+Incorporates social networking technologies to build community, engagement, and social presence in and out of the classroom.

*Creates a positive feedback loop to empower students when it comes to assessment

How?

Flipping the Syllabus ....a reference to shifting the paradigm of coursework from the instructor to

the student, in both options and ownership.

Thus...+Is learner-centered to allow students to engage and learn in ways best suited for them

+Students are treated as individuals, take “ownership,” and create class synergy beyond walls of classroom

+Incorporates social networking technologies to build community, engagement, and social presence in and out of the classroom.

*Creates a positive feedback loop to empower students when it comes to assessment

How?

First, “Flipping the Classroom” concept

A reversed teaching model that delivers instruction at home

through interactive, teacher-created videos and moves “homework” to

the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time

with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment.

www.plaidavenger.comWe’ve got that on like Donkey Kong....

www.plaidavenger.comWe’ve got that on like Donkey Kong....

Lectures also available on iTunes

...and we are only going to bring peeps together for special events....

Now, Flipping the SyllabusDevelopment of multiple avenues of opportunity for

students to demonstrate their knowledge and performance, while accumulating points. At the end of

the semester, the students’ points are tallied, based upon the works completed, and a final grade is assigned based

upon a predetermined, criterion-referenced scale.

Now, Flipping the SyllabusDevelopment of multiple avenues of opportunity for

students to demonstrate their knowledge and performance, while accumulating points. At the end of

the semester, the students’ points are tallied, based upon the works completed, and a final grade is assigned based

upon a predetermined, criterion-referenced scale.

1)Logistically more feasible for large groups, working professional students, and on-line classes that inevitably will be in multiple time zones

Now, Flipping the SyllabusDevelopment of multiple avenues of opportunity for

students to demonstrate their knowledge and performance, while accumulating points. At the end of

the semester, the students’ points are tallied, based upon the works completed, and a final grade is assigned based

upon a predetermined, criterion-referenced scale.

2)Focus on point accumulation rather than point deduction; positive versus negative reinforcement

1)Logistically more feasible for large groups, working professional students, and on-line classes that inevitably will be in multiple time zones

Now, Flipping the SyllabusDevelopment of multiple avenues of opportunity for

students to demonstrate their knowledge and performance, while accumulating points. At the end of

the semester, the students’ points are tallied, based upon the works completed, and a final grade is assigned based

upon a predetermined, criterion-referenced scale.

2)Focus on point accumulation rather than point deduction; positive versus negative reinforcement

1)Logistically more feasible for large groups, working professional students, and on-line classes that inevitably will be in multiple time zones

3)Encourages individual expression/creativity and empowers the user with choice

A diversity of student assessment options

1080 points = A, 940 points = B, etc.

1)13 weekly quizzes x 30pts =400 (+10 for doing all 13)2)Midterm Exam =1253)Final Exam =1254)World Leaders Exam 50x2 =100 5)Films 5x20pts =100 (20/each up to 100 points max)6)Geographic Film Scripting =150 (50/each up to 150 points max)7)Non-class events paper =150 (25/each up to 150 point max)8)Atlas quizzes (11) =1109)Twitter Assignment =20010)World Leaders Bio =5011)Forum Commenting (13wks) =200 (15/each week)12) Storify New Curation =180 (15/each up to180 points max)13)International Interview =5014)Flash Quizzes =???15)Plaid Correspondents/Artists =???Total 2000+ ???

Our Flipped Syllabus Example:

-Allow max flex in assignments, so peeps can do things they are best at to ‘prove’ their knowledge (or at least demonstrate effort/work)

Strategy #2: Encourage them to cheat themselves to death

Non-Timed test,Asynchronous,Unlimited availability--but one disappears each week

Strategy #3: Encourage them to multi-task themselves to death, on a clock

Timed test,Asynchronous,Limited availability (one attempt)Threshold grade

Midterm ExamFinal Exam

World Leader Exams

SHORT Timed test,SYNCHRONOUSOne attemptThreshold grade

Midterm ExamFinal Exam

World Leader Exams

SHORT Timed test,SYNCHRONOUSOne attemptThreshold grade

Video and visuals are super hard to “google”

Strategy #4: Make it “not scheduled” ...that’s a good ol’ fashioned POP quiz!

Timed test,Asynchronous,VERY Limited availabilityOne attemptThreshold grade

In this digital world, I call it a

FLASH quiz!

Blogs/Podcasts

“Flash” Quiz Mania!

Blogs/Podcasts-continued dialogue

“Flash” Quiz Mania!

Blogs/Podcasts-continued dialogue-expanded, tag-able, content

“Flash” Quiz Mania!

Blogs/Podcasts-continued dialogue-expanded, tag-able, content

“Flash” Quiz Mania!

My “wild card” that I play to trick them into learning

more!

A word on our Film assignments.....

Strategy #5: Make them write: but write something so fresh it

can’t be faked.

8) Plaid Avenger Forum commenting (10weeks x 20pts) = 200

8) Plaid Avenger Forum commenting (10weeks x 20pts) = 200

9) Storify News Curation (10weeks x 20pts) = 200

Strategy #6: Make them create: but create something so unique

it can’t be faked.

7) Twitter Shadow Cabinet (Daily) = 200

7) Twitter Shadow Cabinet (Daily) = 200

10) International Interview = 50 pointsLearn from real people...

10) International Interview = 50 pointsLearn from real people...

...and speaking of peers learning from peers....

Strategy #7: Try and build a community: a community self-

polices, and can be used to moderate, peer review, and

tends to set a higher bar (blogs)

Strategy #7: Try and build a community: a community self-

polices, and can be used to moderate, peer review, and

tends to set a higher bar (blogs)

And a community can take care of problems

as well...like our

FACEBOOK SCANDAL

A COMMUNITY knows what everyone else is up to...3000 INDIVIDUALS working solo do not

A COMMUNITY knows what everyone else is up to...3000 INDIVIDUALS working solo do not

A COMMUNITY knows what everyone else is up to...3000 INDIVIDUALS working solo do not

Peer review, group projects, and peer to peer networking can really raise the standards of student work

Strategy #8: What the hell. Encourage them to cheat.

Work together.Share.

The benefits of using the flipped syllabus:PROS

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students-Maximum of flexibility to allow for best assessment option for the student

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students-Maximum of flexibility to allow for best assessment option for the student

-Maximum of flexibility to facilitate different schedules of the students

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students-Maximum of flexibility to allow for best assessment option for the student

-Has a much more ‘real life’ component in terms of work place ethics and self-motivation

-Maximum of flexibility to facilitate different schedules of the students

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students-Maximum of flexibility to allow for best assessment option for the student

-Has a much more ‘real life’ component in terms of work place ethics and self-motivation

-Maximum of flexibility to facilitate different schedules of the students

-Students are held to a MUCH higher degree of accountability...even more so than in their other ‘hard’ classes

The benefits of using the flipped syllabus:-Positive reinforcement instead of negative

PROS

-Maximum of flexibility to facilitate different learning styles of the students-Maximum of flexibility to allow for best assessment option for the student

-Has a much more ‘real life’ component in terms of work place ethics and self-motivation

-Maximum of flexibility to facilitate different schedules of the students

-Students are held to a MUCH higher degree of accountability...even more so than in their other ‘hard’ classes

-No excuses, no re-scheduling, no ‘extra credit’, no one to blame

But it ain’t all pretty......the cons of using the flipped syllabus:

-Cultural lag: students have been trained to behave a certain way, and change is sometimes difficult

CONS

-Many students will procrastinate, and this system does not allow for that-Constant reminders and reinforcing are not just desirable, but almost required (which does become time intensive, and can irritate good students)

What we have learned, how we are adapting

-A ‘contract’ approach will be implemented at beginning of semester-A mandatory ‘quiz’ on the syllabus will be implemented at the beginning of the semester-Automated reminders about due dates, assignments, and how many points they should have by certain dates*Instructor/student interactivity is a vital component-You have to ‘fine tune’ the point values to guide students to build a strong and diverse portfolio -It’s a lot of work, but student response has been overwhelmingly positive

ETC