Adaptive testing reduces collusion in online tests
“Rensselaer-developed method proven effective in reducing collusion among students”
“When a distanced online test is performed, students receive the same questions, but at varying times depending on their skill level. For instance, students of highest mastery levels receive each question after other groups of students have already answered those questions. This approach, Wang said, reduces the incentive for students to receive help from those who have more mastery of the material. In order to determine the order of each student's questions, their competence levels are estimated using their grade point averages, SAT scores, or midterm scores, depending on what is available at a specific point in the semester.”
Reducing collusion among students in online exams using a simple method for sequencing the questions.
In this small study it seemed to increase student motivation to prepare for the exam and not just phone a friend.
Better still would be redefining your assessments so they don’t rely on simple tests or ‘exam conditions’ and reflect the real world where those skills would be applied ... but this technique is useful for those more traditional tests.
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