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{"id":27655,"date":"2015-04-23T13:16:58","date_gmt":"2015-04-23T17:16:58","guid":{"rendered":"http:\/\/admin.patheos.com\/blogs\/exploringourmatrix\/?p=27655"},"modified":"2015-04-23T13:16:58","modified_gmt":"2015-04-23T17:16:58","slug":"cheat-proof-final-exams","status":"publish","type":"post","link":"https:\/\/www.patheos.com\/blogs\/religionprof\/2015\/04\/cheat-proof-final-exams.html","title":{"rendered":"Cheat-Proof Final Exams?"},"content":{"rendered":"\n<\/head>

Since it is the end of the semester, and exams are in the minds of many, it seems appropriate to return to a topic I put on hold. Rutgers University made the news when the New York Times<\/em> published an article<\/a> about software that was used in online courses to prevent cheating. Students are of course already trying to find ways to hack<\/a>, bypass,\u00a0and otherwise deceive<\/a> the distance proctoring software, which is called Proctortrack.<\/p>\n

The Wabash Center featured\u00a0an article<\/a>\u00a0a few months ago which\u00a0suggested what may be a better way:\u00a0let them cheat<\/em>.<\/p>\n

I blogged about this some years ago myself, proposing a \u201cnew kind of final.\u201d<\/a>\u00a0Recalling information, while not unimportant, is less important when information is available at one\u2019s fingertips (literally). And so let\u2019s give them access to anything they can find online, and test their ability (1) to find legitimate information, (2) to explain how they know the information in question is trustworthy, and (3) use that information in a way that reflects higher order learning.<\/p>\n

What do readers think? Do we need to rethink the way we approach learning and examinations?<\/p>\n

$\"juice$ <\/p>\n

\u00a0<\/p>\n<\/body><\/html>\n","protected":false},"excerpt":{"rendered":"