Additional Online Test Security
LockDown Browser is an important tool for preventing cheating, but it’s not a total solution. Additional methods can be employed that further reduce the risk of cheating and ensure that students know the course material. Each approach below provides another layer of security. Even one or two of these items can often provide sufficient security for most tests.
Notice
Students working from remote locations could use two computers at once (one for taking the exam, the other for accessing other applications). Students could use digital cameras to capture the screen content, send text messages on mobile phones, or simply refer to printed notes.
Having students take an exam in a room being monitored by a proctor is a major deterrent to most forms of cheating. Enhance this method by having the proctor check the identification of the student prior to the start the exam, placing web cameras throughout the room, or using a “test password” (see next item).
If your course is taught remotely, note that proctored settings can be established in other cities, even other countries. Because of the time and expense required for a proctored setting, proctors are sometimes used only with high-stake tests (such as midterms and finals).
Using a password prevents students from accessing the test until a password has been supplied. You can set up a password for any online test when you create (or edit) the assignment.
You can simply give students the password at the start of the test, or, for added security, you can have a proctor enter the password for each student.
If you allow only one attempt for a test, students won’t be able to look up the answers to questions between attempts. You control the number of attempts allowed when you create (or edit) the assignment.
For tests delivered in a classroom setting, question randomization is a good strategy. You can randomize the questions in any section on your test.
Another option when randomizing questions, is to use a question pool. Question pools are groups of questions that assess similar content. During a test, questions are randomly drawn from the pool so that each student sees a different set of questions. For example, Question pools are ideal for creating alternate forms of the same question.
Notice
The first question in a test might be drawn from a pool of 5 questions, making the odds only 1 in 5 that two students will see the same question.
Answer choices to multiple choice questions can easily be randomized. You can set this when you create the question, or when you modify it later.
By limiting the time a student can spend on a test, students can be discouraged from consulting other sources (since they won’t have time to do so). Time limits can be set at the test level or at the section level—or both—to give as much control as you need over the available time.
Consider restricting when the test can be launched and when it must be turned in. You can do this using the start date and the end date settings of the assignment.
Have the test deliver questions one at a time. Having test questions delivered this way makes it more difficult for students to capture the test’s contents using a digital camera (because a test of 50 questions would require 50 photos.) This can be controlled using the Pagination field, which is in the Step Two area of the screen where you edit the assignment.
If you allow students to review their completed, corrected test, you can require they use LockDown Browser to view it. This is another way of limiting the possibility that the questions can be copied.
Have students sign a statement that summarizes your expectations and requirements regarding academic honesty.
Combine objective tests with other methods of assessment, such as group projects and writing assignments. Essay questions also make it difficult for students to cheat, because they will know the instructor may recognize an answer that has been copied from another student.