India, where government jobs are allocated based on scores on a variety of national exams, cheating is a big business. One form it takes is sale of upcoming exam questions.
An experiment conducted in Spain by Klijn, Alaoui, and Vorsatz, which introduced multiple versions of an online exam, suggests that this may reduce cheating by people who take the exam after others have already taken it.
From the NYT:
These Exams Mean Everything in India. Thieves See a Gold Mine.
In a country where government jobs are highly coveted, the tests that govern hiring are a lucrative target for criminal gangs. By Mujib Mashal and Hari Kumar
"Allotting jobs on the basis of exam results conveys a sense of fairness. But with competition so fierce, the temptation to seek shortcuts can be strong.
"Some aspirants, while spending long hours in study groups, also keep an eye out for shadowy figures offering access to exams.
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From the Indian Express
Bill in Lok Sabha to check paper leaks, use of unfair means in govt recruitment exams
At present, there is no specific substantive law to deal with unfair means adopted or offences committed by various entities involved in the conduct of public examinations by the central government and its agencies.
"The Public Examinations (Prevention of Unfair Means) Bill, 2024, introduced by Union Minister of State for Personnel Jitendra Singh, mentions “leakage of question paper or answer key”, “directly or indirectly assisting the candidate in any manner unauthorisedly in the public examination” and “tampering with the computer network or a computer resource or a computer system” as offences done by a person, group of persons or institutions."
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And here's an experiment with exam design, involving a Spanish exam:
Online Academic Exams: Does Multiplicity of Exam Versions Mitigate Cheating? by Flip Klijn, Mehdi Mdaghri Alaoui, and Marc Vorsatz
Abstract: We study academic integrity in a final exam of a game theory course with 463 undergraduate students at a major Spanish university. The exam is an unproctored online multiple-choice exam without backtracking. A key characteristic is that for each (type of) problem, groups of students receive different versions. Moreover, each problem version is assigned to one subgroup during one stage of the exam and to another subgroup during an immediately consecutive later stage. Thus, we can exploit grade points and timestamps to study students’ academic integrity. We observe a significant decrease in completion time at each later stage; however, surprisingly, there is no corresponding impact on average grade points. The precise number of different versions does not seem to have an effect on either variable. Our findings thus suggest that employing a limited number of distinct problem versions (as few as two) can diminish cheating effectiveness in online exams."
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