THE RISKS AND REWARDS OF PROVIDING STUDENTS A STRUCTURED CHEATING OPPORTUNITY Developments in Business Simulation and Experiential Learning, Volume 31, 2004 THE RISKS AND REWARDS OF PROVIDING STUDENTS A STRUCTURED CHEATING OPPORTUNITY Khushwant K. S. Pittenger Ashland University kpitten@ashland.edu ABSTRACT EXPERIMENTATION The author felt the need to experiment with the traditional testing technique without abandoning it. The author decided to incorporate an element of open book without making the test completely open book. The concern about the open book test was that the undergraduate students will consider this even more of an excuse not to study on a regular basis. The use of a “cheat sheet” (allowing students to write key information or formulas on an index card) was not deemed practical because of the qualitative nature of the class. This was a small (11 students) introductory organizational behavior class that met for 75 minutes on a biweekly basis. Unlike quantitative classes, there were few formulas. Instead comprehension of concepts was required to answer mostly applied questions related to organizational behavior concepts, and there were too many concepts to fit on a small sheet. The tests were mainly multiple- choice with some short essay questions. The students were told in advance they would be given an opportunity to cheat—they could use their textbooks and class notes for ten minutes once they had completed the test. The basic reason the instructor gave the students for this variation was the importance of being prepared to get the maximum benefit from a limited window of opportunity. This is a short paper briefly describing an alteration in the way students are traditionally tested in the classroom. In this particular class, the instructor gave the traditional in-class, timed tests consisting of multiple choice and short essay questions. However, the students were provided a structured cheating opportunity—time to consult their textbooks and notes for a very short amount of time at the end of the test. The paper provides the instructor’s reasoning for trying this alteration and the outcomes from the instructor’s and the students’ perspective. The assessment of student knowledge of the subject matter being taught has traditionally been an integral part of the teaching process (Guay, 1997). Tests and examinations are a crucial part of most courses today. A popular way to assess student knowledge is in-class timed tests. The nature of such tests may vary but most require the students to perform in a stressful situation without any outside help (Halsey, 1997). In such situations, students often complain about not being able to give their best effort while the instructors worry about student cheating (Halsey, 1997; Satterlee, 2002). In-class open-book exams and take-home exams are viable options that many instructors use. The author has applied their exclusive use to graduate classes or upper level undergraduate classes only. In the undergraduate classes where teaching the professional business vocabulary is still a key objective of the class, the instructor has considered the use of in-class tests to be important. However, it was the author’s impression that these tests present several challenges. From a student’s point of view, they are a source of a high level of anxiety for obvious reasons (Bass, Burroughs, Gallion & Hodel, 2002; Barger, 1983). In addition, they can cause the temptation to cheat. A great deal of concern is being expressed in higher education literature about student cheating (Cole and Kiss, 2001; Schmelkin, Kaufman, Liefling, 2001). From an instructor’s point of view, the students’ poor preparation for such tests is a cause of concern (Bass, Burroughs, Gallion and Hodel, 2002). Students often do not read the textbook on a regular basis, relying on their cramming ability at the last minute, instead. Students may also not be meticulous about class notes. It was, however, the instructor’s belief the technique would reduce test taking anxiety while motivating the students to study the textbook and class notes with greater intentionality. While the instructor had not observed any significant cheating, the goal was also to reduce the temptation for it by providing this structured “cheating opportunity,” as it was termed in the class. RESULTS It was the observation of the instructor that the students in general seemed more relaxed about the exams. Their text books and notes were better marked up for key course content. Some students had prepared a personalized subject index with the location of the materials. Clearly, most students had spent some time looking through their course materials and thinking about their test taking strategy to maximize the benefit of this “cheating opportunity.” In terms of student performance, the technique seemed to have eliminated the lowest scores that the instructor had experienced in similar classes before. The student satisfaction in the class also seemed higher. The author could only speculate about the reasons. To identify the possible benefits of the technique to the students, the author did an anonymous student survey at the end of the class. The survey was worded as follows: 142 mailto:kpitten@ashland.edu Developments in Business Simulation and Experiential Learning, Volume 31, 2004 STRUCTURED CHEATING OPPORTUNITY SURVEY Instructions: I am interested in learning your reaction to the technique of allowing students to use books and notes for a specified limited time at the end of an examination. In the following questions, the word “cheat” is being used to refer to the fixed time period you were allowed to use your books and notes. Please mark the appropriate responses on the Scantron sheet. 1. Did cheating improve your learning of the subject matter? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 2. Did cheating motivate you to improve your study habits? (a) Definitely (b) A great deal (c) A little (d) Perhaps; not sure (e) No 3. Did cheating motivate you to study more thoroughly? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 4. Did cheating improve your retention of the material? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 5. Did the opportunity to cheat reduce your test taking anxiety? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 6. Did the opportunity to cheat motivate you to spend more time on exam preparation? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 7. Did the opportunity to cheat motivate you to take better notes? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 143 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 8. Did the opportunity to cheat reduce the temptation to cheat otherwise? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 9. Did cheating improve your performance? (a) No (b) Perhaps; not sure (c) A little (d) A great deal (e) Definitely 10. Should other professors use this technique? (a) No (b) Perhaps; not sure (c) Very rarely (d) Most of the time (e) Definitely The survey and the analysis do not meet the rigor of quantitative social science research, but they provide some feedback on the student perception of the technique. The survey also dissects the various ways this technique has the potential of helping the teaching and learning process. Summary results are presented in the following table. SUMMARY OF RESULTS (N = 11) Question % of students for No % of students for Not Sure % of students for A Little % of students for A Great Deal % of students for Definitely % of students with No Response 1 enhanced learning 18 36 27 0 18 0 *2 better study habits 27 0 45 18 9 0 3 more thoroughness of study 27 0 54 9 9 0 4 better material retention 27 0 54 9 9 0 5 reduced anxiety 36 9 18 18 18 0 6 more preparation 36 9 36 0 18 0 7 better notes 36 9 27 9 18 0 8 reduced cheating 45 9 0 0 9 36 9 better performance 27 0 36 18 18 0 10 recommendation 9 18 0 45 27 0 * The scores are reversed. Students seemed to have objection to the question on cheating (question 8). Some of them wrote that they did not believe in cheating and hence the question was inappropriate. Only seven students answered this question. On the other nine questions, 72% of the students reported at least some improvement in their study habits, thoroughness with which they studied, retention of course material, and improvement in performance. Fifty four percent of the students said the technique may have reduced their anxiety level and motivated them to spend a little more time on exam preparation and to take better notes. Interestingly, most did recommend the technique be used by others. Overall, the majority of the students on each question suggested the technique impacted them positively even if only a little. CONCLUSION As is the case in Las Vegas with the gaming industry, there are risks and rewards associated with experimentation in teaching. The author experimented with student assessment on a small scale and learned that it has its costs and benefits. The logistics of this small experiment were more complex than originally anticipated. The students finished their tests at different times which made it complicated to determine how to administer the structured cheating opportunity. With each test, the author tried it in a different way. The student response while not overwhelmingly strong does provide positive feedback. The student feedback, however, suggests that the students perceived the benefits to be greater in areas other than originally anticipated by the author. 144 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 It is the author’s hope that this paper can serve the ABSEL audience in two ways. One, it can suggest a technique that other educators may want to try in their own courses and assess its risks and rewards for themselves. It is not a major modification or restructuring which can be overwhelming to try. Second, it can encourage others to experiment in their own courses even if on a small scale. REFERENCES Cole, S., & Kiss, Elizabeth K. (2001). The delicate task of combating student cheating. Trusteeship, 9(1), 24-28. Barger, G. W. (1983). Classroom testing procedures and student anxiety. Improving College and University Teaching, 31(1), 25-26. Bass, J., Burroughs, M., Gallion, R., & Hodel, J. Investigating ways to reduce student anxiety during testing. Master of Arts Action Research Project, Saint Xavier University and Skyligh Field-Based Master’s Program. (ERIC Document Reproduction Service No. ED469169) Guay, D.A. (1997). Creative approaches to assessment. Thrust for Educational Leadership, 26, 12-14. Halsey, V. (1997). Yes, learning can be fun – when properly assessed. Thrust for Educational Leadership, 26, 15. Satterlee, A. G. (2002) Academic dishonesty among students: Consequences and interventions. (ERIC Document Reproduction Service No. ED469468) Schmelkin, LP, Kaufman, A.M., & Liefling, Dana E. (2001) Faculty assessments of the clarity and prevalence of academic dishonesty. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA. Aug 24-28. (Eric Document Reproduction Service No. ED459653) 145 Table of Contents Volume 31, 2004 Controlling the Complexity and Orenting Target Groups by a Modular, Server-Based Business Game System Learning Network Demonstration: Delivering Business Education in a Distance Learning Environment Economic Evolution, Human Capital Investment, and Adult Distributed Electronic Learning: A Literature Review Designing a Globalization Simulation to Teach Corporate Social Responsibility Developing and Teaching an Online / In-Class Hybrid: A Demonstration A Model for Evaluating Online Instruction An Evaluation of a Distributed Learning Course: A Students'-Eye Perspective Blended Learning Strategy Improved Business Writing Skills How to Receive and Process Attachemnts while Greatly Reducing the Risk of Viruses and Trojans Introducing Online Components to a Class: How to Increase teh Likelihood of Success Teaching Strategic Communications Online: Using Learning Outcomes to Develop a Case-Based Course Implementing Distance Approaches to Education: A Panel Discussion for ABSEL: Las Vegas, 2004 MANDI: Learning Management Through Field Sales Experience An International Capital budgeting Experiential Exercise A Primer To Combating Terrorism: Playing It Safe While On Overseas Assignment (An Experiential Exercise) Integrating The Business Curriculum With A Comprehensive Case Study: A Prototype The Case Brief: A Model For Case Analysis, Writing And Discussion Technology Infused Pedagogy And Delivery – A Sure Bet? A Proposal For Panel Discussion Absel Conference 2004 Research Strategy And The Bkl: Getting The Most From The Absel Archives Simple But Effective: Rediscovering The Class Discussion Needle And Thread: An Activity For Examining Various Management Behaviors A Customized Excel Data Analysis System For Use In Undergraduate Marketing Research Team Leader Selection - Does It Matter? The Power Of Perspective: Reframing Your Framing Skills For Innovative Instruction In Leadership And Influence Exercise: How Should Merit Raises Be Allocated? An Online Situation For Problem-Based Learning In A Junior-Level Management Course The Eden Alternative As A Roadway For Change: A Service Learning Quality Improvement Project Avoiding Catastrophe: The Role Of Individual Accountability In Team Effectiveness Omega Systems: A Change Management Exercise The Risks And Rewards Of Providing Students A Structured Cheating Opportunity Experimentation With Assessment Techniques: A Proposal For Panel Discussion Using A 2 - Page Case To Introduce Concepts Of Business Strategy Interactive Session The Integration Of Appreciative Inquiry And Experiential Learning For Peak Performance Appreciative Inquiry Case Story: New York City Leadership Challenge Individual Achievement Versus Team Performance: An Empirical Study With Business Games Some Strategists Don't Learn Or Can't Learn Computer Simulation: A Design Architectonic On The Value Of Bugs In Simulation Environments Online Sales Forecasting With The Multiple Regression Analysis Data Matrices Package Simulation Exercises And Problem Based Learning: Is There A Fit? A Study Of Business Game Stock Price Algorithms Assessing Individual Performance In A Total Enterprise Simulation Information Use In A Business Game Determining The Value Of A Firm Unsorting Algorithms For An Ordered List And Its Application To Business Simulations Teaching Public Finance Management Through Simulation Antecedents Of Game Performance Student Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Implementation And Impacts Of The Balanced Scorecard: An Experiment With Business Games Impact: Shocking The Legacy Mindset Implementation Of The Eepad Framework Of Business Processes In An Accounting Information Systems Course Are Business Games Really Delivering What Students Are Led To Believe?? Reporting Lessons Learned: What Gets Reported; Who Gains Value Teacher Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Student Reactions To The Use Of A Computer-Based Simulation As An Integrating Mechanism For A Mba Curriculum A Cognitive Investigation Of The Internal Validity Of A Management Strategy Simulation Game The Casino Challenge: Making Simulation Delivery A Safe Bet! Accounting For Company Reputation: Variations On The Gold Standard Foreign Currency Hedging: A Simulation The Influence Of Variables Easily Controlled By The Instructor/Administrator On Simulation Outcomes: In Particular, The Variable, Reflection. Absel Awareness Among Business School Faculty Validating Business Simulations: Does High Market Share Lead To High Profitability? Simulation Debriefing Procedures Coaching And Business Simulations: A Formula For Success? A Seminal Inventory Of Basic Research Using Business Simulation Games The Influence Of Scorecard Evaluation On Decisions And Outcomes