> In my course’s final online exam, students have access to a Microsoft Teams channel as they complete their exam paper. Students are allowed to ask for help from each other, post specific questions regarding how to solve the problems, post photographs of their working out and indeed their answers.
> A near perfect asymmetric Gaussian (bell-curve) distribution was achieved in the final exam with an average mark, pass and HD all being typical for the course were it to be run on face-to-face on campus. Additionally, my course achieved 100.0% satisfaction in the myExperience student survey. My students commented that this assessment approach was a very forward-thinking approach to online examination.
Happened to me a while back, but with an in-person test. They had a French teacher invigilating a biology test, and he didn't care at all. In the end, "every one" was working together, the solutions were written on the blackboard, and every one passed with flying colour, most of them with the same copy since they basically straight copied the blackboard. Of course, the test was redone (with a different invigilator) since the cheating was so obvious.
I am not sure how the Australian professor managed to get students to fail in these conditions. Either most of the students were inept and couldn't even cheat properly or the good students didn't want to share their answers.
After reading the linked list, that seems to be the case, the chat was monitored and the best students didn't want to share their answers. I think it works fine until someone cross the invisible line, and then widespread cheating ensues. In my case it was also high school vs university.
https://teaching.unsw.edu.au/academic-integrity/case-studies
Some really interesting results:
> In my course’s final online exam, students have access to a Microsoft Teams channel as they complete their exam paper. Students are allowed to ask for help from each other, post specific questions regarding how to solve the problems, post photographs of their working out and indeed their answers.
> A near perfect asymmetric Gaussian (bell-curve) distribution was achieved in the final exam with an average mark, pass and HD all being typical for the course were it to be run on face-to-face on campus. Additionally, my course achieved 100.0% satisfaction in the myExperience student survey. My students commented that this assessment approach was a very forward-thinking approach to online examination.