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Stop tempting your students to cheat.

Michelle Z Farland1, Lindsey M Childs-Kean1

  • 1University of Florida, College of Pharmacy, PO Box 100486, Gainesville, FL 32610, United States.

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Summary
This summary is machine-generated.

Rethinking graded assessments can uphold academic integrity in health sciences education. Shifting to ungraded formative assessments supports learning without compromising honesty or requiring extensive proctoring resources.

Keywords:
Academic dishonestyAcademic honestyAssessmentLearningPerformance

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Area of Science:

  • Health Professions Education
  • Academic Integrity
  • Pharmacy Education

Background:

  • Maintaining academic integrity is crucial in health sciences, especially with the rise of online learning.
  • Online education presents challenges to academic honesty without costly proctoring solutions.
  • This commentary examines the role of graded assessments in academic dishonesty.

Purpose of the Study:

  • To explore the re-evaluation of graded course assessments for upholding academic integrity.
  • To propose a shift in assessment strategy within health science programs.
  • To address the balance between student learning and institutional integrity.

Main Methods:

  • Analysis of the relationship between assessment stakes and academic dishonesty.
  • Distinction between learning environments and performance-driven assessments.
  • Exploration of retrieval practice in formative, ungraded assessments.

Main Results:

  • Higher-stakes graded assessments are linked to increased academic dishonesty.
  • Ungraded formative assessments facilitate learning through retrieval practice without negatively impacting summative scores.
  • Shifting formative assessments to ungraded status can redirect financial resources.

Conclusions:

  • Transitioning formative assessments to ungraded, closed-book, and appropriately difficult formats supports learning and allows for mistakes.
  • This strategy balances learning and performance while maintaining academic integrity.
  • Focusing financial resources on proctoring only summative assessments is a viable approach.