Abstract:

Technology has enabled educators to transform instruction. Educators can have their students explore virtual worlds, communicate with experts around the world, and create multimedia presentations. These are all positive benefits that students can gain by using technology, but, unfortunately, technology also has a dark side. Applets exist that can instantaneously solve complex mathematical problems just by taking pictures of the problems with a cell phone camera. Unethical websites, some hosted by textbook retailers, provide solutions to homework exercises contained in textbooks across a wide variety of subjects. Shady chatrooms are available where students can ‘hire an expert’ to complete assignments for them for a fee.

With the widespread availability of these unscrupulous technological tools, educators have to rethink the design and purpose of their assessments. If an educator assigns an online test, how will academic integrity be assured? Are steps going to be taken to help ensure that students do not cheat? If an educator posts a homework assignment, what is the purpose of the assignment? Is the homework assignment designed to provide students with low-risk opportunities to practice concepts discussed in class, or is it a high-risk, graded assessment where students are expected to show mastery of certain concepts?

The presenters in this session will have participants explore potentially unethical technological tools (Chegg, PhotoMath, etc) that may pose a risk to academic integrity. The presenters will also provide several methods (changing Bloom's levels, reverse algorithms, etc) that educators might use to restructure their assessments to minimize the effectiveness of the potentially unethical technological tools. Time will be allotted so participants can ask questions and share their experiences on the subject.

Keywords:

Technology, assessment, academic integrity.