Maybe Academic Librarians Can Improve The Quality Of Cheating
What would lead any academic librarian to say something like that? Am I being sarcastic or serious – I’m not quite sure myself. I certainly don’t mean to endorse cheating at any level in higher education. However, it’s apparent that cheating, whether it’s plagiarism or testing, may be spiraling out of control. I think what I do mean is that if students are going to use electronic devices in exam situations to access information perhaps we should at least be working collaboratively with faculty to educate students to access high quality information when they cheat during tests. Let’s take a step back.
First, maybe you should read two articles. One is a piece from the New York Times about the epidemic of cheating and how IHEs are working to keep pace in detecting hi-tech cheaters. The other is an essay in today’s Inside Higher Ed - in response to the NYT article – advocating that instructors should accept students “Googling” for information during tests because that’s what we all do in real life anyway, and that efforts to keep one step ahead of students in preventing hi-tech cheating is doomed to failure. Both the essay and the comments (maybe even better than the article) do tend to agree that at the heart of the matter is a mixture of poor teaching and equally poor tests and testing environments that are conducive to cheating. My own reaction is that in some testing situtations allowing students to access information makes perfectly good sense – open book/note tests are nothing new. These tests are not about rote memorization, they are about analyzing a problem, accessing information needed to develop a solution, and then quickly writing an articulate response. Expecting students to have memorized everything learned in a semester will lead those who cheat to do so – and as the author asks – what’s the educational value of expecting rote memorization.
Where I take issue with this piece is the assumption is that all students need to do in their exams is have access to Google. Has anyone told the author that Google doesn’t index all the information students might need in a testing situation (e.g., deep web resources)? Is it possible that students might need to find a quote from a scholarly article (not found on Google Scholar) to support a point? Might an e-reference tool in the library’s collection be the best resource to consult during a test? So here’s my suggestion. If an instructor wants to make the testing environment more reality based by allowing students to access information on the fly – call it cheating if you will – I say make the resources used a part of the test situation. For the lazy and uninformed students who use only Google – go ahead and deduct a few points. Reward those who diversify their information resources during the test. Does the student cite an article in a library database? Great, add a few points. Does the student use more than one search engine to compile information? Even better – add a few more points. Once students start to realize that becoming more knowledgeable about all of their information options – and recognizing that having the ability to demonstrate their diversified resource knowlege will pay off with better test scores – our information literacy chores may just get a whole lot easier.