Preventing cheating

• Protect test material and answer keys at all times (McMaster University, 2009).
• Use various versions of the same test or exam so students seated next to each other are writing exams that vary in question order or contain questions with different numerical values or other details. Do not tell students you have used alternate exams when you have not.
• Track the number of copies made, distributed and returned to ensure no copies are removed from the room without authorization (McMaster University, 2009).
• Check student cards at the beginning of an in-person invigilated exam. The University of Manitoba Exam Regulations stipulate that “Each student shall display his or her student card and photo identification and shall sign an attendance form.” If a student is unable to produce appropriate photo identification (i.e., student card), arrange for the student to present it before you mark the exams.
• Carefully invigilate your in-person tests and exams. Be sure there are a sufficient number of invigilators for the size of the class.
• When possible, seat students with space between each of them.
• Provide scratch paper if required.
• Record the seating arrangement when possible.
• Scrutinize authorized items carefully (e.g., calculators, water bottles) (McMaster University, 2009). Have students place all personal items (e.g., bags, coats, hats and electronic devices) under their desks or chairs. Remind them that possessing unauthorized material (even if not used) is an offence under the University of Manitoba Final Examinations Procedure (University of Manitoba, 2013).
• The University of Manitoba Final Examinations Procedure stipulates that students are not allowed to write the exam if they arrive 30 minutes late to the exam start time or after another student has finished writing the same exam and has left the room.
• When marking the exams, draw a line though any blank spaces as to preclude students from adding material and claiming it was not marked.

• Early in the course (i.e., during the revision period), explain to students if and how exams will be monitored online (e.g., live monitoring, Respondus Lockdown Browser with Monitor)
• Explain your use of the exam invigilation you chose from an educational perspective, emphasizing the importance of maintaining academic integrity for all students in the course.
• Avoid using online/recorded invigilation as a scare tactic. Scare tactics may increase anxiety and stress and send a negative message of mistrust.
• Consider enabling an environment scan prior to the beginning of the exam to examine the immediate surroundings of a student for unauthorized materials. Environment scans can help reduce student anxiety that a ‘false positive’ allegation could occur.
• When live-monitoring an online exam, if you notice unusual or suspicious activity, treat this in the same way as you would for an in-person exam. Contact the student, advise of the concern, document the incident and relevant details, and allow the student to continue writing. Do not stop the student from completing the exam.

Feedback

Provide constructive feedback on tests and exams. Provide explanations on questions “that are missed by a substantial proportion of students” (Whitley and Keith-Spiegel, 2002, p. 51).

Discovery interview for academic misconduct

If you have suspicions about a submitted assessment, engaging the student in a conversation about their assessment can be helpful to understand the issue. This UM Discover Tips resource provides tips for documenting the discovery interview and examples of questions you may ask to gain clarification.