English Grammar For Dummies Cheat Sheet

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Teachers are advised to be vigilant when administering tests. A perennial form of student deception involves referral to messages that are written on parts of the body, clothing or belongings kept nearby. A common practice has been to remind test takers not to glance at the papers of others during a test. Emergence of technological devices has spawned new and more sophisticated approaches to dishonest conduct. Students with personal digital assistants or cell phones can "beam" or call data silently from across a classroom or, with a cell phone, from anywhere off campus. During a test such tools are frequently hidden under the table or in baggy pockets. Both devices could be equipped with text messaging, instant messaging, email, and a camera or a video recorder which makes capture or transmission of answers a relatively easy task. Cell phones could have a hands-free function that allows the user to listen to sound files (i.e prerecorded class notes). Applying the same method of sound files, others make use of music playing devices such as iPods. The listening piece connected to a cell phone or a music-playing device could be concealed beneath long hair of a student, covering their ears from the teacher's view (Cizek, 2003)

Some teachers appropriately permit the use of personal data assistants and graphing calculators during tests because these tools provide helpful functions for solving problems. However, educators must be aware that, when a device displays data on the screen (liquid crystal display), it might also have a minimized screen containing cheat data that can be accessed for a few seconds and then entirely hidden (minimized) from a teacher's view with just the press of a key. In a similar manner, screen protectors include decorative patterned holograms intended to allow only the user to see the screen and prevent viewing by onlookers from other angles. If a teacher permits calculators or PDAs, certain ground rules should be understood. Technology contributes to learning and assessment but devices must be applied in a responsible and ethical way. Barbara Davis from the University of California in Berkeley offers helpful tips on prevention of cheating, scoring and returning test results, handling fraudulent excuses to postpone an examination, turning in a late assignment or missing a class, and clarifying expectations for coursework performance at

When there are multiple sections of a course, tests are usually scheduled on different days and times. This practice allows students to buy questions from someone who has already completed their examination. In such cases, buyer and seller are both engaged in cheating. A more daring risk involves paying a person to take a test for someone else (Johnson, 2003). The identity of all students in an examination should be verified and the test for all sections of a course should be scheduled on the same day and at the same time. In addition, teachers should modify course tests of their own making each semester in order to lessen impact and likelihood of cheating by students able to access the previous answer keys. Administration of multiple versions of a test helps because items appearing in different sequence prove frustrating to anyone who tries to borrow answers by peering over the shoulder of another individual thought to know the material better than themselves. Changing the seating location of students is beneficial during testing because students are less likely to copy from classmates whose record of achievement is unknown. When a teacher leaves the room or permits students to do so during an examination, the chances for cheating are increased. No student should be out of a teacher's sight while taking a test (Johnson, 2003).

Giving periodic open book examinations and allowing students to bring notes can increase their familiarity with the content, of a course, improve their review process, and reduce the incidence of cheating. While some considerations that have been described may seem to be unduly cautious, collectively these steps do much to prevent dishonesty and support the integrity of a test environment. Students take academic honesty more seriously when they see that their teacher makes an effort to ensure fair and honest conditions for assessment. Fremer and Mulkey (2005), experts within the emerging field of test fraud and piracy, have portrayed the "ten most wanted test cheaters" and describe how their actions often compromise the value of judgments based on the outcomes of testing. See (click articles).

While the forms of student cheating continue to become more complex, a related but unexpected threat has also become more common. During this era of high stakes testing, faculty and administrator salaries and careers are increasingly tied to the academic performance of students. Some teachers and principals have been fired for providing test answers to students, prompting change in responses of students while being tested, altering answers after the tests are completed and before they have been submitted to the school district official for processing, and providing students more time to complete examinations than is permitted by test directions (Axtman, 2005).

The extent to which some educators are willing to go to fabricate student achievement is illustrated by a case receiving great attention in Long Island, New York. A student taking the 2005 Regents' annual high stakes test was caught with blue writing on his hand that matched all of the correct responses. The source of answers was quickly traced to the student's father, an assistant principal who was responsible for the state examinations in a nearby school district (Lambert, 2005). Public outrage over this kind of illegal activity is prompting new initiatives as well as policies to protect the evaluation process. In Ohio teachers are obliged to sign a code of conduct and warned that inappropriate monitoring of examinations could lead to revocation of certification licensure. Kentucky administers six different versions of their state tests to frustrate the practice of teaching students answers that might be easier known by faculty where there is only a single version of the measure (Callahan, 2004).

Delaware, North Carolina, South Carolina and Texas are among the growing number of states contracting with Caveon, the nation's first test security company that monitors annual assessments for the No Child Left Behind Act. This company has developed a process called Data Forensics that searches for unusual response patterns of students such as getting difficult questions correct while missing easy questions, abnormally high pass rates for one classroom or school, tests where incorrect answers have been erased and replaced with correct ones. The service includes protection of existing instruments from fraudulent practices, erecting barriers to prevent unauthorized access to copyright materials, and applying sophisticated statistical and web patrolling tools that track cheaters, and hold them accountable by providing evidence to school administrators (Foster, 2003).

So, why was cheating and certain zone hacks become such a large problem in the Age games.

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An NG allows me to avoid a failing grade for the paper and allows the student to correct the flaw(s) in the essay.

Collier informs the reader in his article, “Students cheat because the relief of stress to pass is taken off of them and little do they know, us as instructors notice this,” (Collier 1).

More severe the punishment for given act of cheating was perceived, the less likely students were going to cheat.


Transition Hacks: A Cheat Sheet for Better Essays | …

Murphy was an associate English professor at Radford University (898) and has experienced many attempts at plagiarism, describing it as “a thin wood splinter in the edge of one’s thumb” (899).

Transition Hacks: A Cheat Sheet for Better Essays: ..


Legalistic syllabi and tough policies alone are insufficient ways to rely on for prevention of cheating. Instructional efforts are needed as well. Students are able to understand that honesty is an important indicator of developing maturity. Indeed, maturity cannot materialize without a sense of obligation to treat other people fairly. Adolescents can benefit from periodic discussions about the need to maintain integrity across all sectors of life. They can also be informed of seldom considered damaging effects of cheating, those gaps in knowledge and skills that can adversely affect later success when the foundation of knowledge necessary to understand processes in higher level courses has not been acquired.

Academic dishonesty results in another long-term significant disadvantage. The moral compass students need to guide personal conduct in class and outside of school can be thrown off course. This message is effectively portrayed in "The Emperors Club" (2002), a film that features Kevin Cline. As teacher and assistant principal at St. Benedict's High School for Boys, he motivates students to choose a moral purpose for their lives in addition to selecting occupational goals. The story illustrates how great teachers can have a profound influence on students and how cheating during the teenage years can become a life-long habit. The interactive website for this film includes an interesting quiz on how to define morality at

Educators cannot provide all of the guidance that students require to adopt honesty as a lifestyle. Some parents tell daughters and sons that cheating is a fact of life in the world of work and this has forced them to cheat in order to succeed. When parents act in this way, condoning dishonesty and deception as normative and defensible, it becomes far more difficult for educators to counter the message that prevalence of cheating makes it an acceptable practice. Schools could provide workshops for parents that focus on the range of cheating issues adolescents face and offer agenda questions for discussions at home about honesty, integrity, trust and maturity. In this way, mothers and fathers would be enlisted to sustain their efforts to nurture these valuable attributes in their children. Successful academic performance rooted in honesty enables students to take pride in work that is their own and to make known when tutoring is needed to improve learning (McCabe & Pavela, 2000). Ultimately, the success of individual students depends on positive values they adopt and the level of maturity they are able to attain. These aspects of healthy development warrant greater attention in a society that aspires to provide world leadership.