Academic integrity in on-line exams

Evidence from a randomized field experiment

Datos Bibliográficos

ID11289709
AutoresFlip Klijn (0000-0001-7255-6954, Institut d'Anàlisi Econòmica, autor de correspondencia), Mehdi Mdaghri Alaoui (0000-0002-0156-0400, Universitat Pompeu Fabra), Marc Vorsatz (0000-0001-6244-3606, Universidad Nacional de Educación a Distancia)
Año2022
Volumen93
Páginas102555
Fecha de publicación2022-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Economic Psychology (JOURNAL)
Identificadores de la revistaISSN: 0167-4870 • E-ISSN: 1872-7719
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.joep.2022.102555
OpenAlexW3099407680
IdiomaEN
Citas recibidas2
Referencias citadas13

We study academic integrity in a final exam of a compulsory course with almost 500 undergraduate students at a major Spanish university. Confinement and university closure due to Covid-19 took place by the end of the last lecture week. As a consequence, the usual classroom exam was turned into an unproctored on-line multiple-choice exam without backtracking. We exploit the different orders of exam problems and detailed data with timestamps to study students’ academic integrity. First, taking the average over questions that were part of both earlier and later “rounds”, we find that the number of correct answers to questions in the later round was 7.7% higher than in the earlier round. Second, the average completion time of questions in the later round was 18.1% shorter than in the earlier round. Third, a mere reminder of the university’s code of ethics, which was sent to a subgroup halfway through the exam, did not affect cheating levels

Academic integrity · Cheating · Closure (psychology · Mathematics education · Medical education · Political science · Academic integrity and plagiarism · Experimental Behavioral Economics Studies · Imbalanced Data Classification Techniques · Law · Medicine · Psychology · Social Psychology