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Cheaters Beware: (Re)designing Assessment Practices to Reduce Academic Misconduct
Abstract
This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective assessment design. A dearth of literature is focused on ‘detecting' plagiarism, but assessment (re)design can help ‘prevent' the pervasiveness of ‘cheating' if tasks are relevant, authentic, real-world, educative, and career-focused from the outset. While contemporary society is demanding and complex, many educational assessment practices today remain unimpressively straightforward. Academic faculty are central to confronting cheating. In this chapter, the authors focus on a three-pillar system that empowers higher education institutions (HEIs) to better prevent malpractice rather than reacting to it afterwards. The aim of this chapter is to provide a descriptive investigation into why assessment is so important in the fight against academic misconduct, and a three-pillar approach to bolster assessment practices that will help minimize opportunities for students to engage in academic offences. Within this presentation are included author narratives that will help readers understand the many and varied ways tertiary-level students can challenge faculty assessment design.
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