Content area
A challenging aspect of online education is assessment since academic integrity could be violated due to students’ cheating behaviors. The current qualitative research investigated English teachers’ perceptions of why students cheat in online assessments. Besides, it attempted to find strategies to reduce cheating in online assessments. Twelve teachers (seven males and five females) with at least 5 years of teaching experience in different high schools in Tabriz, Iran, participated in the study. Data were collected through semi-structured interviews and were analyzed using MAXQDA version 2022. Freedom in the absence of an invigilator, unpreparedness for assessment, getting better grades/outcomes, low self-esteem/self-confidence, shortage of time/poor time management, peer influence or competition, not taking assessment seriously, fear of failure/bad assessment outcomes, and lack of respect for academic rules/the teacher were some reasons of cheating in online assessment revealed by the analysis of the data. The teachers suggested strategies to curb cheating in online assessment, such as randomizing questions, using open-ended and essay-format questions, designing different test methods and question types, restricting exam time, designing learner-specific questions, showing one question at a time, and providing clear exam instructions. The study has some pedagogical implications for faculty members and administrators.
Details
English teachers;
Teacher attitudes;
Student attitudes;
Self evaluation;
Second language teachers;
Teachers;
Questions;
Cheating;
English as a second language instruction;
Language assessment;
Computer assisted language learning;
Online instruction;
Computer assisted instruction--CAI;
Educational evaluation;
Self esteem;
Perceptions;
Coping;
Coping strategies;
Secondary schools;
Peer relationships;
Time management;
Teaching;
Morality;
Peer influence;
Students;
Evaluation;
Confidence;
Internet;
College faculty;
Distance learning;
School environment;
Influence;
Time use;
Administrators
; Rashtchi, Mojgan 2
; Mirzapour, Fatemeh 3
1 University of Cerrahpasa, School of Foreign Languages, Istanbul, Turkey
2 North Tehran Branch, Islamic Azad University, TEFL Department, Faculty of Foreign Languages, Tehran, Iran (GRID:grid.411463.5) (ISNI:0000 0001 0706 2472)
3 Islamic Azad University, Department of English, Sofiyan Branch, Sofiyan, Iran (GRID:grid.472325.5) (ISNI:0000 0004 0493 9058)
- Coronavirus Research Database
- Education Research Index
- ProQuest One Academic
- ProQuest One Academic