The panel addressed the following question: What strategies do you use to optimize academic integrity in your online classes?

Testing strategies

• Limited use of multiple choice questions for assessments (upper division and grad classes)
• Use multiple choice (and/or other objective) questions to assess content knowledge
• Require many quizzes and short exams (multiple assessments) during the term
• Use analytical questions rather than fact based questions (e.g., can’t find the answer on any single page)
• Use a test bank larger than the number of items on the quiz/exam. Have the system select random questions so that students get different questions from each other.
• If you use multiple choice questions, ask the student to also explain why they chose the answer they did
• Require exams to be proctored (remote or in person)
• Allow/require ungraded practice quizzes that students may take multiple times before taking a timed and graded quiz
• Create a “familiarization quiz” that tests whether students read the syllabus and other course Instructional material, including an academic conduct/integrity statement, reduces the incidents of student statements of “I didn’t know….”

Assess student learning using assignments other than tests

• Tailor assessments to the level of the class (grad, upper/lower division)
• Rely more on writing and higher level thinking for assessments
• Focus on projects and project management
• Use group projects and discussions
• Include both formal and informal assessments throughout the term
• Use peer evaluations

Establish expectations for academic integrity

• Make sure your syllabus clearly states the policy on academic integrity
• Talk to your students from day one about academic integrity
• Provide lots of feedback throughout the term
• Have the first class assignment be a biography of sorts, it helps to get to know the students

Class management strategies

• Divide larger classes into groups for manageability
• Require students to “check off” an academic integrity statement/clause during each assessment
• Increase student engagement by using Elluminate
• Develop online classes consistent with the Quality Matters rubric

Detection strategies

• Get to know your students’ writing style (makes it easier to detect plagiarism/cheating)
• Check IP addresses if cheating is expected
• Insert personal identity questions within the exam (axiom concept - e.g., age, zip code, birth date)
• Remember that authorization (user name and ID) and academic integrity (the “real person” who should be taking the test) are not the same.
• Require physical proof of the person taking the test (e.g., picture ID)

Other issues

• Resist the belief that the highest risk of cheating occurs in the lower level courses
• Address instances “gently” (e.g., Joe, your response in the discussion sounds a lot like Bill’s)