This essay is excerpted from Gary K. Clabaugh & Edward G. Rozycki, Preventing Cheating and Plagiarism, 2nd Edition (2003) Oreland, PA: NewFoundations Press.
RETURN
edited 2/2/06
Some of the ways students cheat are laborious and truly ingenious. In fact one can't help but wonder why these cheaters don't just put the same effort into studying. Anyway, what follows briefly describes some of these methods and suggests possible countermeasures. First, though, we would like to note the closest thing there is to a universal antidote
Few of the cheating methods we describe here would be as useful if the instructor simply avoided using the same test item twice. In the same vein, using two or more forms of a test also makes it much tougher for students to cheat. While reviewing the cheating techniques that follow, consider how many of them are of lesser utility if these precautions are taken.
Traditional crib notes -- this is an ancient but effective form of skullduggery. Students put notes, formulas, answers from previous semester tests or tests given earlier in the day, on small pieces of paper, conceal them somewhere on their person or in a folder taped beneath the desktop. Then they sneak them into view in their palm, between their legs, inside their hat, and so forth. Close surveillance, random trips up and down the aisles and pre-test inspection of desk undersides puts a damper on this type of cheating.
"Snappling" -- in this form of crib note fraud students carefully remove the label from a clear beverage, such as Snapple. They put their notes on the back of the label, then paste it back in place using transparent glue. During the exam the student takes slow "thoughtful" swigs out of the bottle. Ban beverages entirely or watch for this specific technique.
Skin writing --written on forearms, palms, the inside of thighs, and so forth, skin writing is a variation on the crib note theme. Inside forearm crib notes are a favorite because a shirtsleeve can be unrolled on the writing arm and the gaze cagily shifted to the inside of the forearm while writing. If necessary, the sleeve can be quickly rolled down. A variation involves writing the crib notes on the inside of the thighs and then wearing a skirt or baggy shorts of the right length to permit stolen glances. Utilize the same controls as for paper crib notes, and watch for body part gazing.
Crib notes on cap bills -- this technique involves putting crib notes on the underside of the cap bill. Maybe young eyes can read such notes just by looking up, but we tried it and can't. Anyway, it's probably wise to be leery of cap wearers who seem to be beseeching heaven. And pay particular attention to students who take their hats off and look like they might be reading their cap bills. They probably are.
Crib notes on classroom furniture -- this as another oldie but goodie. The student gets into the classroom prior to a test and writes crib notes on the desktop or the back rest of the seat in front. Examining classroom furniture for crib notes immediately prior to a test is an effective countermeasure.
Crib notes in a pen -- the idea is to conceal crib notes on a pullout retractable scroll that can be accessed during a test. That sounds a bit far-fetched to us; but who knows. Watch out for pen fiddlers, they may not just be nervous.
Crib notes on an electronic organizer -- these things now fit into the palm of the hand and will hold a semester's notes. Respect the capabilities of all such organizers and be leery of allowing students to use any electronic aids, including cell phones, during a test.
Tape-recorded crib notes -- a mini tape recorder can be fitted with a tiny earphone that can be hidden by combing hair over the ear. If students look like they're hearing voices, they might be -- and helpful ones at that.
Crib notes on programmable calculators -- students can use these super calculators to store answers, notes, vital formulae, and so forth. Because calculators are often permitted during tests, this is a tough one to stamp out. Some teachers permit only certain types of calculators. This is another reason to vary tests from year to year and section to section. It's also an incentive to walk the room at random intervals and maintain close scrutiny.
Crib notes in the lavatory--students stash crib notes in stalls, lavatory trash receptacles, inside toilet paper rolls, and so forth. The use of a cell phone in a lavatory stall to call a co-conspirator also has been reported. Consider inspecting lavatories prior to, and possibly during, tests. But unless you happen to be trans-gendered, there still is an obvious problem. (We enlist the aid of the concierge to search lavatories prior to comprehensive examinations when a graduate degree hangs in the balance. Otherwise, we just hope for the best.)
Note: Don't underestimate student resourcefulness. We know of clever students who inserted barely audible clicks onto music tapes that were used for composer recognition tests. Two clicks, it's Scarlatti, three clicks it's Bach!
Clandestine signaling -- a variety of secret signals are used to share answers and bamboozle the instructor. Keep an eye out for the rearrangement of items on desktops, coded body movements, hand signals, and so forth. They can be used to communicate answers to objective test items.
Exam smuggling -- a student who has postponed a test or who takes it in a later section, enlists a confederate to smuggle an extra copy of the exam out of the test room. The recipient looks up the answers at his or her leisure. Then he or she either smuggles the completed test into the session to turn in at the end of the test or relies on their prior knowledge of the test to do better. Use different forms of the test for different sections or even within the same section. Use different exams for make-up tests.
Exam files -- students with access to test files routinely bamboozle Instructors who use tests more than once. Here is a typical strategy. Smuggle a copy of the test from the room at the end of the test, note the answer sequence when the test is reviewed then keep both the test and the answers on file. We know of a football-oriented fraternity that has elevated this process to an art form. A member confides that there are several filing cabinets of carefully catalogued tests in the basement of the frat house. Altering tests after every use and randomly using different forms of the test are effective countermeasures.
"Lost" exams -- in this clever gambit the student sits for the exam, pretends to be taking the test, but completes nothing. Then they turn in the blank exam. The perpetrator hopes the instructor will not be suspicious when he or she finds the blank exam. They might think, for example, that they inadvertently handed out an extra copy. When the tests are graded and the villain gets a zero because they didn't take the test, he or she complains bitterly (or sadly) that their test has been lost. The cheater hopes to be awarded a passing grade or to at least gain time to learn more about the test and/or study before retaking the test. Take roll separately and compare the results to the submitted tests. Make certain each student hands in an exam and that you make sure it isn't blank. Take methodical precautions to stop extra tests from being smuggled out of the room.
Post-test machinations -- when tests are returned students either alter their answers from wrong to right or fill in answers they deliberately left blank. Then they complained that their test was marked incorrectly. Mark all answers, both right and wrong. Fill in unanswered questions with the correct response or at least draw a line through the areas left blank.
Feigned illness or injury -- students fake both injury and illness to postpone tests for which they are unprepared. Insist on medical verification.
"Misunderstandings" -- students sometimes avoid test or assignment deadlines by simply not showing up or turning things in late. They then show up late, feign surprise and claim that they misunderstood when the test was to be given or the assignment handed in. Make test dates and deadlines unmistakably clear. Permit make-ups only for excused absences. Exact a pre-announced weighty penalty for late submissions.
Stolen word processing files -- students sometimes "borrow" another student's paper, usually by stealing their word processing file. Should you receive very similar papers do not conclude that it necessarily evidences collusion. It might be evidence of thievery. Alternatively, both students might have inadvertently plagiarized the same paper written by a third person.
Note: More authentic assessment badly disrupts many exam cons. Consider a car repair exam that requires actually fixing a car with instructor-induced problems. Cheating on such a test is not impossible, but it certainly is far more difficult. Make tests more authentic and cheating will diminish.
Best teaching strategies and more authentic assessments diminish the impulse to cheat. Nevertheless, the classroom remains forever east of Eden. Some students will cheat no matter how capable the teaching or how legitimate the assessments. For that reason we've described a broad variety of cheating methods and an assortment of counter-strategies. The best of these are those that are preventative. Essentially, this involves not using the same test twice and making tests as authentic as possible.