Tuesday 18 August 2015
Start Date
18-8-2015 10:45 AM
End Date
18-8-2015 12:00 PM
Subjects
Cheating, Online assessment, Student assessment, Evaluation methods, Prevention, Crime prevention, Higher education, University teaching, Mobile technology
Abstract
Hackers exploit weaknesses in a system to achieve their own goals. In this paper I argue that hacking presents a significant threat to the growing world of online assessment. This threat needs to be addressed through a variety of means; technological anti-hacking approaches will not be sufficient. The most effective ways to prevent hacking may be changes to the assessment tasks themselves to make hacking less tempting; these approaches also have a range of positive side effects in terms of authenticity, transparency of criteria, and ensuring tasks involve work beyond the exam. I conclude with a brief exploration of the ways that teachers may also hack assessment systems.
Recommended Citation
Dawson, P. (2015, August 18). Hacking assessment [Paper presentation]. Research Conference 2015 - Learning assessments: Designing the future. https://research.acer.edu.au/research_conference/RC2015/18august/3
Copyright Statement
Copyright 2015 Australian Council for Educational Research
Place of Publication
Melbourne
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742862873
Included in
Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, Online and Distance Education Commons
Hacking assessment
Hackers exploit weaknesses in a system to achieve their own goals. In this paper I argue that hacking presents a significant threat to the growing world of online assessment. This threat needs to be addressed through a variety of means; technological anti-hacking approaches will not be sufficient. The most effective ways to prevent hacking may be changes to the assessment tasks themselves to make hacking less tempting; these approaches also have a range of positive side effects in terms of authenticity, transparency of criteria, and ensuring tasks involve work beyond the exam. I conclude with a brief exploration of the ways that teachers may also hack assessment systems.