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Non-Technological Ways to Combat Cheating?
blackcoot asks: "I'm currently T.A.ing for a required senior level class in algorithms. Having just graded the latest set of homework, I'm amused / sickened (can't make up my mind on that one) at the level of cheating. Slashdot has covered automated cheating detection in the past here and here, but I'm hoping to find some (necessarily nontech) ways of encouraging students to be a bit more honest (or at least a little less spectacularly stupid in how they cheat). I've been reporting the cheating as I've found it to the relevant profs, but it doesn't seem to be having much of an effect. Any suggestions?"
One year, I marked all the coursework for a year and found some ridiculously blatant cheating. So the next year they were informed what happened before (including the 0 mark for all parties involved). I don't remember coming across any cheating when I marked that lot.
So either they got very good at Prolog or very good at hiding their cheating. Either way I don't care as had fewer meetings to attend...
In my experience, one thing that works is to make sure students care about the work they produce.
When they think that the quality and honesty of the work is is important to them, and to others they tend not to cheat.
One way is that we give them problems that we ourselves not fully understand, and we clearly tell them so. You present them with a challenge saying "Ok, here is this tough problem. We (the reseach group) dont quite get it yet. Maybe you will see the light and can help us get it further. If your solution/idea it is particullarly good, we will make you a coauthor on the paper on the toppic"
Obviously, this requires that you do have such a toppic. But inventing a tough or next to impossible problem is usually not a problem.
Anohter way we use is to introduce a element of competition into assignments. Make them make competing designs/solution and invite an industry/scientific expert to evaluate and judge the solutions during a workshop/panel discussion. Works wonders for us.
Caveat: this experience comes from teaching Environmental Science and Sustainability, not computer related stufff, but is should port finely to CS as well.
If you want more info/literature on the topic of chalenging education, just mention it.
Complexity is a measure of our ignorance...
Here's something I've used while I was a TA. You could say it is a little ugly, but it worked like a charm.
After every assignment in which I have detected cheating, I have published a note (to the course email list) that went something like that:
During the checking of your submissions, some instances of cheating (copying) were detected. In all such cases, both sides (the copier and the source) will be graded zero, unless you approach me and let me know who really solved the assignment, and who copied. In this case, only the cheater will be graded zero; the source will be given his fair grade.
It worked. It worked like a charm. For every submission that I suspected was a copy of somebody else's work, one of the students came up and admitted cheating (they were often pressed to do that by their friends). They had the most pathetic excuses, of course, but that's beside the matter. The bonus part is, many students approached me and admitted cheatings that I didn't detect.
- Tal Cohen
If you mean turning in the same copy of the homework, then report it to the prof/dept/university and let them deal with it. Most places take a very dim view of cheating and the consequences can be very harsh.
If you mean turning in homework that has similar answers, then that's, IMO, different. Especially at that high level, you can't honestly expect all the students to work completely alone on all the homework. I know I sure worked with my friends trying to figure out the solutions to harder problems. Now, I always wrote it all up in my own words after I understood the solution. If working with peers to determine and understand the solution to a *homework* problem is cheating, then I guess I was a cheater. Considering that most places encourage students to form study groups, I think it's hypocritical of them to not expect the members of those same groups to help each other. That doesn't mean writing the solution for each other, but to help them understand. Of course, this is highly variable for the type of work for each class, but the senior level algorithms class in this case probably has a lot of thinking and writing/explaining as part of the homework.
As a TA, it's part of your job to distinguish between the two. Yes, it's hard and subjective, but that's part of the job. Fortunately, back in my TA days, I didn't have to worry about that (grading Freshman labs wasn't that hard, though I did have to grade the homework for one sememster)
As for detecting the cheating, the only low tech thing you have is that great pattern matching device sitting on top of your neck. If you think you've seen the same answer before, chances are you probably have. Go back and find the similar paper. Compare the answers -- quality, correctness, writing style, grammar, spelling, etc. Keep in mind that the students may just have been working together, and not copying one another. Use your best judgement. Maybe you just need to talk to the students yourself first. Let them know what you find unacceptable.
Always remember, however, that the point is to get the students to learn. If they can accomplish that through working through the problems together, then why stop that? All you want to stop is one person doing the work and the rest copying (because there's very little learning going on on the copiers' parts).
"Save the whales, feed the hungry, free the mallocs" -- author unknown
One: give each student a different assignment. This is really great if, for instance, you know the students well enough to assign each the project they need to round out their education.
:w
Two: assign the whole class one project, something that a smaller number can't complete. This method reflects what I like to call "the real world".
Do the powers that be in CS departments frown on the GPL, too? I don't get it. As a computer scientist, you're supposed to solve problems, and solve them in the most efficient manner possible. I think sharing code counts as efficient. That terminator was just being systematic.
When you think there's a need for a program, what's the first thing you do? I always look to see if someone's done it first. Even if you do have to start from square one, examining other peoples' work can make your first implementation that much more forward-thinking. My university's CS department is also very picky about copying--and people wonder why "not built here" syndrome is a big problem. I think our IS department has a much more realistic point of view.
Perhaps the key problem you're having is not "cheating" per se, but rather the students breezing over the assignments without giving it a second thought. What my professor does is give us assignments where we can use every resource at our disposal to solve the problem, provided that we understand (and can more or less explain) the code we use. Assignments are turned in individually or in groups, and then validation procedures are performed. This is in the form of a brief quiz or in the more complex cases, an oral exam. I'm told that the latter is a very good measure of telling whether students actually understand the material or not. You do of course have to take into account that they might be nervous and lock up, but apparently the system seems to work. I can get more details if you want to give it a shot.
- People who cheated on most assignments
- Questions that many people cheated on
For the people who cheat on many assignments, often turning in identical, alpha-renamed problem sets, I think the best solution is to give them a Zero and send them to whichever judicial administration your school has in place for academic integrity violations. Those people probably don't want to be in a CS course in the first place, or they have other priorities (Sports, Social life, etc.), or maybe they just have no faith in their ability to pass on their own and just need more tutoring. If you can make it less worth their time to cheat than to just not take the class at all, hopefully those people will take another class that they might be more interested in.But I've seen questions that honest/smart students cheat on. I've heard of people in the labs shouting answers across the room. The questions that caused this kind of cheating tended to be trial-and-error questions with one line solutions. In any class students are going to work together, and I think it's wonderful if they can help each other understand what's going on.
So to avoid cheating, the best way is to create problems where the understanding is separated from the answer. This way students that just get the answer really miss out on something that the students who solved it honestly get.
Then report the professors to the university's academic standards board. If the people with the authority to punish wrongdoing tolerate this dishonesty, then *they* are a large part of the problem.
Although I generally agree that at college level, the students are old enough to know right from wrong, they are learning important life lessons while at University, and one of those needs to be "Cheat, and you lose". The others are the answers to the questions "How much can I drink before I fall down?", and "Is that it?"
Laugh while you can, monkey-boy!