CELTIC

Q: How do I prevent cheating on Blackboard tests and other assessments?

There is not one way to completely prevent students from cheating during a Blackboard assessment. However, there are many options instructors can employ to deter students from cheating during a Blackboard assessment.

Here are a few possiblities:

1) To randomize assessment questions:

1. Once an assessment is added to a content area, click Modify Test options from the Modify Test page. (If the assessment was added previously, click Modify next to the assessment, then click Modify the Test options.)
   
2. Scroll down to #4 Test Presentation and check the box next to Randomize Questions. Click Submit to apply the change.
   

Note: It is best to present assessments All at Once instead of showing each question One at a Time. If an assessment is set to show only one question at a time with Prohibit Backtracking enabled, a student may be forced out of the test if they use their browser back or forward buttons.

2) To set a time limit:

1. Once an assessment is added to a content area, click Modify Test options from the Modify Test page. (If the assessment was added previously, click Modify next to the assessment, then click Modify the Test options.)
   
2. Scroll down to #2 Test Availability and check the box next to Test Timer. Input the time allowed for the assessment using the Hours and Minutes drop-down boxes. Click Submit to add the timer.
   
   Note: The test timer will not "kick students out" of an assessment when they reach the end of the allotted testing period. Instead, Blackboard will allow the students to complete the assessment and will record a "!" instead of a score to alert the instructor to check the test and make any modifications to the score (if necessary).

3) Open-ended and Higher-level questions:

An open-ended question is one which has many acceptable answers. Blackboard allows for short-answer and essay question types, and by using these alone, or in conjunction with multiple choice questions, instructors can more readily assess whether the student has mastered the material. By asking these types of questions, it also becomes easier for an instructor to distinguish between original student work and plagiarism.

Higher-level questions require students to think critically and go beyond the recall of facts to the application, analysis, and synthesis of information. Even multiple choice questions can be carefully worded to require a higher level of knowledge to successfully answer, and using these types of questions in conjunction with a time limit can prevent students from being able to look up answers in their text.

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