University of Rochester
Academic Honesty for Remote/Online LearningSet Clear Expectations for StudentsState clearly your specific expectations for students about learning and assignments.Provide a statement about academic honesty for your course.Set expectations around communication. For example, say “I will respond within 24 hours to messages.” In a remote learning environment, establishing clear boundaries is important.Hold office hours on Zoom – make an open meeting as a standing appointment with your students to drop in virtually and ask for help or clarity on expectations.Carefully Consider the Format of Remote/Online AssessmentTake a step back. Consider the advantages and disadvantages of different methods of delivery. An open book take-home exam over the weekend has different considerations than a synchronous exam session with a limited window of time.Consider carefully how the window of time may impact the integrity of an exam. Specifically:A long window may give students more time to confer with others or to consult unauthorized material; a short window may cause complications with technology (e.g., if some students are experiencing internet service disruption and connectivity issues) or may make some test-takers excessively nervous.Take learning conditions into account when designing assessment. Wherever it is feasible to do so, consider making exams open book and open note and allowing students to collaborate with each other.Specify the conditions under which collaboration should occur and remember to administer the test honor pledge (as is already currently required under the AS&E academic honesty policy). Implement Creative Solutions for Remote/Online ExperiencesStudents have technology at their fingertips. Take advantage of their ability to take pictures or capture video from their devices as a way of demonstrating engagement.Develop short videos to deliver key concepts in your course or have your students put together an instructional video to demonstrate learning objectives.Create a sense of community by implementing peer evaluation for uploaded work like video and audio recordings. Peer evaluation demonstrates content knowledge by both parties.Consider assessing students’ experience or understanding through informal journal reflections.Have Students Sign an Honor Pledge for all Major AssignmentsIt is a requirement of current AS&E policy; suggested language appears on the following page.Suggested Honor Code language for exam and assignment submissions:“I affirm that I have not given or received any unauthorized help on this assignment, and that this work is my own.”Suggested for group projects, to be signed by each group member:“I accept responsibility for my role in ensuring the integrity of the work submitted by the group in which I participated.”Note: Students are responsible for upholding the AS&E Academic Honesty Policy whether or not they are instructed to write and sign a pledge.Open-Book / Open-Resource ExamsAny remote test-taking experience carries with it the potential that students will consult course (or other outside) resources. Consider making some or all of your exams open note in an effort to minimize students’ temptation to access materials dishonestly.Ask questions that encourage students to apply what they have learned from your course rather than to simply repeat back memorized definitions, theories, or facts.Allot time to complete exams as way to lower pressure on an otherwise high value assignment.Set clear expectations and guidelines for how information from outside sources should be cited.Exams with Limited TimeSet appropriate time limits. Exams should be long enough so students can reasonably complete them within the time allotted, but not so long that students feel incentivized to avail themselves of unauthorized resources. Time limits should dissuade students from using outside sources by making it an inefficient technique to complete the test within the time.Create multiple versions wherever possible; or at least, try to randomize questions and answers.The Blackboard feature for delivering one question at a time can be useful, but it can also have unexpected drawbacks. Consider whether this method is most appropriate for your course(s). Allowing students to go back and change answers when reviewing their work can reduce some pressure and stress in the remote test-taking environment.Remote/Online Written AssessmentsSpecify the submission format that you prefer. Certain formats (such as Word versus PDF) are more conducive to providing comments and written feedback to students in a timely manner.Consider multi-stage writing assignments where students build on previous drafts and improve them over a period of time. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.