By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This publication, written via nationally popular students within the region of ethics in greater schooling, is meant to aid academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful suggestion, the e-book is split into 3 elements. half I reports the prevailing released literature approximately educational dishonesty between collage and college scholars and the way college contributors reply to the matter. half II offers functional suggestion designed to aid university and collage teachers and directors deal proactively and successfully with educational dishonesty. half III considers the wider query of educational integrity as a system-wide factor inside associations of upper education.
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Additional resources for Academic Dishonesty: An Educator's Guide
WHY DO STUDENTS ENGAGE IN ACADEMIC DISHONESTY? The answer to thequestion of why students engage inacademic dishonesty may be obvious: to get a higher grade than they otherwise would. The question of why students behave dishonestly rather than doing the work honestly can, however, provide some insight into issues discussed later in this book, such asfostering academic integrity in the classroom and controlling academic dishonesty. Therefore, this section reviews the reasons that students give for engaging in and avoiding academic dishonesty and some additional factors that may influence students’ behavior.
One of us even once found a question on information that was not included in the textbook. Therefore, you should always check test bank questions against the book. Similarly,if you reuse test questions, you should check them when changing textbooks or when moving to a new edition of a textbook you currently use. Poorly worded exam and quiz questions, such as those that are ambigue ous or include terms not covered in class or in assigned readings, also reduce the accuracy of assessment. It can be useful to have a student who has already completed the course read your questions for clarity.
4) would be close proctoring (whichincreases the riskof detection), increasedphysical distance between students, and the useof alternate forms of the test. Academic dishonesty would be less likely in high-constraint situations even if an intention toperform a dishonest behavior exists. The model holds that the intention toengage in academic dishonesty is based on three factors: (a) attitudestoward academic dishonesty, including perceived norms concerning academic dishonesty and moral obligations not to engage in academic dishonesty (from the theory of planned behavior); (b) benefits expected to accrue from academic dishonesty; and (c) perceived risk of being caught.