An online testing design choice typology towards cheating threat minimisation

Munoz, Albert; Mackay, Jonathon

doi:10.53761/1.16.3.5

Cited by 53Academic integrity and plagiarismEducational Technology and AssessmentOnline and Blended Learning

An online testing design choice typology towards cheating threat minimisation

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Munoz, Albert, Mackay, Jonathon·2019·Journal of University Teaching and Learning Practice

DOI 10.53761/1.16.3.5

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Abstract

Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.

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Assessment can possibly be considered the most challenging part of the transition to distance learning for an institution used to face-to-face exams, because the control shift towards students makes it hardly possible to ensure students are not cheating.
“Assessment can possibly be considered the most challenging part of the transition to distance learning for an institution used to face-to-face oral or written exam, as the control shift towards the students makes it hardly possible to ensure that students are not cheating (Munoz and Mackay 2019).”
From Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020) · cites this paper as Munoz and Mackay 2019

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Authors: Munoz, A., & Mackay, J.
Affiliations: University of Wollongong (AU)
Corresponding author: Munoz, Albert
ORCID: Munoz, Albert
Mackay, Jonathon
Venue: Journal of University Teaching and Learning Practice
Publisher: Open Access Publishing Association
Published: 2019-09-01
Volume: 16
Issue: 3
ISSN: 1449-9789 (ISSN-L)
DOI: 10.53761/1.16.3.5
OpenAlex: W2975680066
Cited by: 51
References: 104
Citations by year: 2026: 2 · 2025: 2 · 2024: 8 · 2023: 10 · 2022: 13 · 2021: 14 · 2020: 2
FWCI: 12.68
Type: journal article
Language: en
Open access: diamond
doi.org
Locations: Journal of University Teaching and Learning Practice (publishedVersion)
Research Online (University of Wollongong) (submittedVersion)
Topics: Social Sciences › Safety Research › Academic integrity and plagiarism
Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
Social Sciences › Education › Online and Blended Learning
Keywords: online assessment, cheating, typology, academic integrity, assessment validity, higher education

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An online testing design choice typology towards cheating threat minimisation

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