We have had a similar problem. The best we have managed is to “ban” technology, have students sign all their materials and then check to ensure they were turned
back in at the end of the session, and violations constitute an automatic professionalism concern. This still puts the responsibility on the students, though.
This is a big issue, though.
_______________________________________________________________________________
Amanda R. Emke, MD
Assistant Professor, Division of Pediatric Critical Care
Associate Fellowship Program Director, Pediatric Critical Care
Course Master, Pre-Clinical Pediatrics
St. Louis Children's Hospital, Washington University Physicians
Washington University School of Medicine
One Children's Place, Northwest Tower, Campus Box 8116
St. Louis, MO 63110
(314)454-2527
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Ronald Gunnells
Sent: Monday, August 31, 2015 8:08 AM
To: [log in to unmask]
Subject: Re: Cheating in RAT - prevalence and response - advice sought
We too have been dealing with the same issue. We’ve begun addressing the problem with Course Hero in several ways.
1) Putting notice on all quizzes and test that the material is not to be shared or posted anywhere. Students must sign that they have read it. Then we can take action against students who break the policy.
2) Identifying those have posted class content and have a discussion about how what they have done is like sharing corporate secrets in companies they will work for when the graduate, and how this could get them fired. This has resulted
in many of them removing their posts.
3) We have been successfully issuing take-down notices to Course Hero.
4) Making faculty aware that they need to be aware that this is the new normal. They can’t make a test and expect it to not get out.
Ken Gunnells, Ph.D.
COLLAT School of Business, Management Information Systems & Quantitative Methods
UAB | The University of Alabama at Birmingham
BEC 311E
205-222-0871
[log in to unmask]
On Aug 31, 2015, at 1:15 AM, Gary Oliver <[log in to unmask]> wrote:
Hi All
I teach accounting at The University of Sydney (Australia) using TBL in the way outlined by LarryM. This has been going since 2009. One of the differences Larry commented to me between some TBL he knew and ours in accounting is that there is a close coupling
between the questions in RAT and their application in a scenario. As a result I have spent considerable time honing the questions so the distractors became meaningful indicators for diagnosing thinking and knowledge errors. Enrolment per semester has risen
from 300 to 500 to 750 over recent years and we have classes of no more than 50. The I RAT uses the Apperson scanner. The T RAT uses the 'scratchie'. Both RATs and the application of knowledge earn marks. The individual mark is low (say 1% each for 10 weeks
of three elements I RAT, T RAT, and application) to make the risk-reward profile what we thought was unfavourable.
Unhappily, we have found instances where technology has been used to photograph and post RAT sheets to websites which earn money from students downloading. Some changes were made in response including (1) changing the questions so they now are more like traditional
multiple choice questions with keywords like "most", "least" etc (2) separating the question from the answer by displaying the questions on overhead screen and only handing out the answer sheet (3) banning technology (4) emphasising ethical behaviour with
a class declaration. (This will become a class ticket and workbook in 2016). Unhappily this has not proved sufficient, and we recently had our first impersonation.
One area of difficulty has been that we have been unable to gain a sense of the prevalence of cheating. The faulty aggregate self-reports of dishonest behaviour in the literature mean that there is no 'rate' against which to compare ourselves. Some of my Fermi
Method calculations suggest around 30% of the class can be cheating (although this is 20% too high based on the stats I calculated last weekend). So my first question is do any of you have a sense of the rate of cheating? The second question is for those of
you using the RAT method, is, have you any suggestions?
Warm regards/gary
Dr Gary R Oliver, CPA
B A Anthrop. & Philosophy (Macq); M Com Acctg & Info Sys (UNSW); Grad Dip Soc Sc (UNE), Grad Cert Higher Ed (Usyd), M Ed Higher Ed (USyd); PhD Economics (USyd)
Discipline of Accounting
The University of Sydney Business School
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