Course Assessments as % of Total

Enter in the percentage of the total grade each of the following categories makes up in your course. For example if 50% of the grade comes from Papers or Projects enter a 50 in that box. The sum of these three boxes must be 100.

1. Online exams or quizzes (proctored or unproctored)%
2. Papers or Projects%
3. Other*%

General

1. Cheating policy is clearly stated.
   Yes No
2. The act of cheating is defined.
   Yes No
3. Plagiarism is defined.
   Yes No
4. Students take a cheating/plagiarism quiz.
   Yes No
5. Course assessments are clearly aligned to stated objectives and content.
   Yes No
6. Gradebook is only kept online. Recommendation: A separate copy of student scores is kept on paper or on local computer.
   Yes No
7. Level of instructor presence. An instructor who appears to be absent from the course or uninvolved in activities contributes to an environment conducive to cheating.
   High Medium Low None/NA
8. Instructor attitude discourages cheating. Is the instructor's attitude toward cheating visible to the students? Or is it unclear how the instructor regards cheating?
   High Medium Low
9. Course models ethical scholarship. Is online course content cited and referenced appropriately and consistently?
   High Medium Low
10. Alternative assessments used. Personalizeable, authentic assessments may make cheating less feasible, and may make individual effort more appealing.
    High Medium Low None/NA
11. Assessments are diverse and frequent. Is there more than one type of assessment used in the course to increase reliability of assessments/inhibit cheating? Do the assessments complement each other?
    High Medium Low
12. Instructor/designer passwords are robust and secure. Is your password robust? Is it changed frequently? Are you aware of phishing scams? Is there any way someone could determine or guess your password?
    High Medium Low

Quizzes and Exams

1. Questions are basic, e.g. Google-able. Could students easily determine the correct answer by searching on Google? Can questions be altered or worded to encourage critical thinking and evaluation, rather than just memorization of information?
   High Medium Low
2. Same pool of questions is used each semester. If the pool of questions doesn't change, the sharing or selling of exam questions becomes more fruitful.
   Yes No
3. Time provided for assessment is limited and appropriate. Is the assessment timed? Is there enough time to complete the quiz? Is there so much time students may be able to cheat effectively?
   Yes No
4. Window of availability is as short as possible. Dates/times over which students may begin the exam is as short as possible to diminish student-to-student collaboration.
   Yes No
5. Securely proctored. Password-protected assessment is administered to students by an approved proctor, who checks ID, at a secure location.
   Yes No
6. Randomized questions from pool. Reduces efficiency of cheating ratio of qs to pool 3x 2x 1.5x.
   High Medium Low None/NA
7. Randomized answer choices. Reduces efficiency of cheating by shuffling the options.
   Yes No N/A
8. Uses open-ended or "essay" questions.
   Yes No
9. Unproctored essay answers checked for plagiarism.
   Yes No N/A

Papers, Projects, Portfolios

1. Rubrics clearly explain assessment criteria.
   Yes No
2. Generic paper prompts. Could students find a paper on the topic just through Google? Or does the paper require individualized selection of topic, interpretation, analysis, and reflection?
   Yes No
3. Plagiarism detection services used. E.g. Turnitin.com or even just Google as a means of matching papers or passages for plagiarism. This can detect and prevent plagiarism.
   Yes No
4. Paper/project prompts randomized by students. Equitable paper or project prompts are randomized to reduce likelihood of dishonest collaboration.
   Yes No
5. Paper/project prompts rotated each semester or year. This inhibits the sharing of papers or projects from semester to semester and year to year.
   Yes No
6. Process vs Product. Do you require students to document and track their process, e.g. from thesis to draft to final submission? This can reduce students' abilities to simply turn in papers bought or stolen from the Web.
   High Medium Low None/NA

Self-Check

1. Instructor generated load is appropiate. Instructor-generated load speaks to the load that instructors introduce into the lives of their students. While it is clear that all instructor-generated load cannot be avoided it is also clear that some load is undesirable. Day and James identified four areas into which instructor-generated load can be placed: attitude, behavior, task, and environment. When students perceive that you have unnecessarily added to their load they can find more reasons to cheat.
   High Medium Low
2. LMS is reliable LMS suffers little down time, especially unexpected down time. This gives less chance of legitimate excuses if the system is up all the time.
   High Medium Low
3. LMS technology is secure. Is the server hackable? Are the tools of the LMS itself hackable?
   High Medium Low
4. Student password security. Are students aware of password security issues? Are they encouraged to keep and use secure passwords?
   Yes No
5. Institution's business rules are known. How does the institution assign usernames and passwords? Does everyone know the pattern? Can students use this info to access other people's accounts?
   Yes No
6. Clear plans to deal with cheaters. If you caught a cheater today, do you know exactly what you would do? How will you test for cheating? Who would you contact in your department? What would you say to the student(s)? How do you resolve or escalate the case? Be prepared for decisive action.
   High Medium Low None/NA
7. Reputation for cheatability. Does your course have a reputation for being cheatable? Does the instructor have a reputation for being easy on cheaters? Have students been caught cheating in the course before? Were remedies introduced to inhibit similar cheating in the future?
   Yes No
8. Analyze student log and performance stats. Does the instructor look at LMS-provided stats on frequency of right/wrong, time spent on exams?
   High Medium Low None/NA