Deterring Violations
As Don McCabe and Gary Pavela state, "Prevention is a critical line of defense against academic dishonesty" (
Ten Principles of Academic Integrity). Instructors may wish to consider some of the approaches suggested below, if they are appropriate for the course.
Preventing Cheating on Tests
- Ask students to write and sign an integrity statement on each assignment ("I have neither given nor received aid on this assignment.")
- Give written or oral pop quizzes.
- Put multiple choice and true/false questions at the bottom of the page where it is harder to copy.
- Distribute different versions of the same test or quiz.
- Change exam questions often.
- Arrange the testing environment in a way that limits student access to each other.
- Give oral and written instructions explaining which materials can or cannot be used on a test.
- Do not permit programmable calculators, or require students to clear all programs before exams begin.
- Have students put away books, notes, cell phones, or other prohibited items and store them out of sight.
- Require students to remove hats and dark glasses during exams.
- Have students exchange blank bluebooks (if applicable).
- Closely monitor the testing environment.
- Prohibit talking or communication during exams.
- Do not allow bathroom breaks during a test or quiz (announce this policy ahead of time!).
- Require students to sign a pledge that they have neither given nor received aid on the test or quiz.
- Refuse credit for correct answers unless all work is shown.
Helping Students Avoid Plagiarism
- Ask students to write and sign an integrity statement on each assignment ("I have neither given nor received aid on this assignment").
- Define and clarify what constitutes plagiarism.
- Engage students in dialogue about the implications of plagiarism. Why is it wrong? How does it undermine their opportunity to learn and prepare to become effective members of society?
- Avoid highly generic or recycled assignments.
- Provide appropriate instruction on use and citation of secondary sources.
- Structure assignments to emphasize the process of writing and the investigation and analysis of sources.
- Require students to develop possible topics early in the course.
- Provide the opportunity for peer review, and/or individual/group conferences.
- Require students to submit evidence of the writing process (paper topic, outline, drafts, revisions, summary of sources) on a particular schedule.
- Address problems students may encounter in documenting sources, as well as the role of technology in the research process.
- Prohibit last-minute changes in topic.
- Have students give you an in-class writing fingerprint at the beginning of the term as a point of reference.
- Require students to give oral presentations on their papers, including responses to questions from the class.
- Distinguish between plagiarism and misuse of sources.
- If applicable, announce to students orally and in the syllabus that their work will be submitted to Turnitin.com.
- Specify penalties for plagiarism and misuse of sources in the course syllabus.
(Source: "
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices")