What is the most effective way to prevent students from cheating?

Feeling very overwhelmed by the statistics in a recent school newspaper article about cheating, I am able to take heart in what one teacher was quoted as saying: “If it was more about the learning, you wouldn’t see the cheating.” Some might think this is directed at students, but we educators need to heed it as well. Where would the cheaters be if teachers measured students’ progress with activities and tests that defy undetectable theft?

Look at the cheating tactics mentioned in the article – they’re all about beating class work, homework, and tests. “I’ve passed my test around.” “I’m passing Physics because I’m sitting next to ….” “… using a cheat sheet during a quiz ….” And these examples don’t even scratch the surface of the sheer genius students have shown while trying to beat the system over the past few millennia. Just for kicks, Google “cheating methods and countermeasures” and see for yourself how creative we hairless apes can be at avoiding real thinking (the blank test gambit is my favorite). Note, however, that no matter how creatively devious they are, they all share one thing: they only succeed when one person’s work can be copied and the teacher can’t tell the difference between the original and the counterfeit.

So doesn’t it seem obvious then that all these cheating strategies can be undermined just by changing the nature of the assignments and tests?

We need to use even more activities focused on thinking and more tests requiring proof of comprehension. What if we replaced multiple-choice/guess formats with tests that required a demonstration of understanding, not just repeating back memorized “facts”? What if homework assignments were actively used in classroom activities the next day so mere completion (or duplication) was not enough? What if, instead of “taking” notes, students “made” notes which included drawing conclusions and making connections?

I don’t know how often activities not requiring true thinking are used at Broad Run, but it must be often enough to cause students to think that cheating frequently is a viable way to make it through high school (and life). Therefore, it appears we need to increase our emphasis on cheat-proof lessons, assignments, and tests, and work to significantly decrease dependence on activities containing built-in shortcuts. Sure, teachers often feel that the heavy demands on our time limit our ability to do this, especially with the requirements SOLs place on us all, but, ironically, this approach to learning activities actually reduces instruction/learning time and solves the SOL riddle at the same time. The more engaged we are in processing information, making sense of the experience by reflecting on it, and in communicating it to someone else, the deeper our understanding becomes – not to mention the longer we remember it. This was made clear to me just this last year while proctoring an algebra SOL for a teacher who constantly challenged his students to demonstrate understanding with exercises that defied copying or faking. He received the highest unintentional compliment when I overheard three students remark after the SOL how “easy” it was and wondered why their teacher couldn’t have made his tests throughout the year “just as easy”. I think they had just answered that question.

So here’s our challenge: Let’s find even more ways to engage teachers and students in learning experiences – class time, assignments and tests – which are cheat-proof, encourage real learning, and offer opportunities to demonstrate understanding. This is so vitally important to not only academic success, but to the choices students will make after Broad Run. As it stands now, by training young adults to expect and “master” activities that contain built-in shortcuts, we’re doing them (and our society) a grievous disservice: it should be no surprise to us when they continue to look for and take shortcuts as adults. The idea here is not to catch or penalize cheaters, but to create and encourage Thinkers. When we provide real learning opportunities in which successful cheating is not an option and understanding is rewarded, we give all students practice in activities in which they enjoy success without resorting to shortcuts. These are experiences which will affect their future decisions and actions.

We see A-Rod jerseys in the hallways and for all his popularity and millions, A-Rod took a shortcut that’s put an asterisk next to his number 13 for the rest of his life. That asterisk should make us all wonder who helped him take his first shortcut.

Are we creating or preventing asterisks?

Test is also very important to evaluate students. lets think of the consequence if there is no test. Student will not pay attention in class. Test will motivate student to study and pay attention in class. without test, students will not try their very best in study. however, in order to score a good result, students tend to cheat by bring some note during the test. Hence, teacher can give pop quiz so that students will have time to prepare note to cheat.

I see kids "sharing" answers in the hallways before school starts or during class. If you ask them about it, they say they didn't have time to get it done and daily homework doesn't count for that many points anyway. I do not condone cheating or "sharing" work when the whole purpose of homework was suppose to be practice for the student. My question as an educator to educators: What does homework mean? Is it meaningful and relevant to the student? Do all kids need homework? If they already get the concept or skill, why should they do more practice? If they don't get it at school with teacher support, then is work sent home where they will have to complete it without support, appropriate?
I think kids cheat because in some schools, the grading system is so broken that grades have become meaningless.

I tell my students to study or fail with dignity. I teach in a Catholic school, so I can also tell them that they may think that they pulled one over on me, but that their cheating is something that they will need to address with God. I am not going to be the "cheating" policy.

I do not necessarily think it is the emphasis placed on grades that is causing many children to cheat. I believe it is the emphasis on sports that is causing the problem. Students spend so much time on the athletic field practicing that they do not have time to properly prepare for their academic work. My students are afraid to miss a practice to come for extra help, because their coach will yell at them or bench them. Academics should be brought back to the number 1 position, and then maybe students will place more value on their education, and realize that sports is not everything.

None of the list given is appropriate. We need to teach them the Fear of God which is the beginning of wisdom. If students fail to understand that God will reward (judge) according to each ones work - either they will end up in heaven or hell at the end - non other efforts will tame them.

Regards,
John Cyrus
India

Consider working in a class with up to 40 teenagers- I don't think that "collaborative learning" will go over so well with them. Honestly, they don't care!

I know this is stereotypical, but I am one (a teenager), so I don't really care; MOST TEENAGERS DON'T CARE ABOUT SCHOOL. Many of the students in my class(es) just want to play around and make fun of the "nerds"- kids who actually work. Yep. That's the truth. They wouldn't take those new rules very well- just more to break! To heck with studying- why not cheat?

So... just thought you needed a teenager's perspective on things. For those of you middle/high school teachers out there- you know what I'm talking about! (I pity you)

Some teachers teach, but do they really know the criteria they are trying to teach? Not always. When a student has a question, do not ignore that child. Children will ask questions, answer them. If you can't you do not need to be a teacher. A child will have no need to cheat if they know the material they will be tested over.

Be creative and intresting. Children learn better if they've had an intersting lesson to remember on the test. It will stick with them.

I do agree with the first two answers. A teacher must set rules in his/her class. When a child does not follow by even the simplest rules, their actions should be followed by consequenes. Because whenever a child cheats in their class, they'll know their acitons will then too be followed by consequences. A teacher must let each child know at the beginning of his/her class their rules and consequences. This way, the child knows what to expcect from the teacher.

A teacher should also go into a disscussion about personal integrity. Let the child know that it is wrong to cheat, and cheating is lying.

If the teacher is a good classroom manager, the children will not try to over power the teacher. However, if the teacher does not know how to control a classroom, that teacher is in for a big disaster.

make different formats of the tests for every student so that the questions are different so if they cheat they're getting the wrong answers.......dont change the questions to the test, just simply change the order.