Chapter 12 Misbehavior in Online Testing

Michael Mays

doi:10.1108/S2044-9968(2012)0000005014

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Cutting-edge Technologies in Higher Education

ISSN: 2044-9968
Series editor(s): Charles Wankel

Subject Area: Education

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Chapter 12 Misbehavior in Online Testing

Document Information:
Title:	Chapter 12 Misbehavior in Online Testing
Author(s):	Michael Mays
Volume:	5 Editor(s): Laura A. Wankel, Charles Wankel ISBN: 978-1-78052-456-6 eISBN: 978-1-78052-457-3
Citation:	Michael Mays (2012), Chapter 12 Misbehavior in Online Testing, in Laura A. Wankel, Charles Wankel (ed.) Misbehavior Online in Higher Education (Cutting-edge Technologies in Higher Education, Volume 5), Emerald Group Publishing Limited, pp.243-260
DOI:	10.1108/S2044-9968(2012)0000005014 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	Online testing offers many advantages for classroom management and learning: ease of grading, immediate feedback, robust question types, integration of technology such as graphing utilities or specialized applets, and multimedia integration (e.g., questions based on detailed images or video files). It also offers many opportunities for misbehavior, such as misrepresentation (e.g., taking a test for someone else), sharing information between testing sessions, or inappropriate access of online resources during the test. We consider potential tools available in course management systems that can help, and also mention other available resources. With online testing, it is easier for students to save copies of testing materials, which find their way to social web sites. Fortunately, many course management systems allow the possibility of randomization, either by choosing one of several alternate questions on a given topic, or preparing calculated questions in which a parameter is allowed to vary over a specified range of values.