Tag Archives: testing

So easy to cheat

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We aren’t far away from contact lenses that can do the same. The article, ‘Smart Glasses for Exam Cheating: Best Models, Prices and Risks in 2026’, shares multiple options that can provide AI delivered test answers, in seconds, via a small ear piece or even projected text answers which can only be heard or seen by the user. Banned? Of course. Easily detected? Not all models, with more sleuth and hidden models being developed every day. And as mentioned, what happens when these are as invisible as contact lenses?

Make no mistake, cheating has been around as long as tests have. In some respects this is not new. But most methods of cheating demand guessing what questions will be on the test in advance. Methods like these are responsive to every question asked. And the speed of responses are natural. While you are still reading the question, a response is already headed your way. No need to shift your eyes from the screen or test paper. No hidden notes to conceal, and no wrong answers unless you are choosing to get less than a perfect score, to not seem suspiciously smart.

I remember a friend telling me about him and his friends getting hold of their ethics exam a couple days before they had to write it. The irony of cheating on an ethics exam is not lost on me. They memorized the questions and answers, and all chose different ones to get wrong, while still achieving high ‘A’s. Then on the day of the test my friend was horrified when his friend raised his hand 30 minutes into a 3-hour exam, and shared a typo on a question that no one should have gotten to in such a short time. Despite this poor choice, they all got their ‘A’s.

That’s going to be the new challenge in cheating, how to not do too well to bring attention to yourself. A good problem to have for a cheater.

So here we are in a new era of cheating. Prescription glasses, hidden cameras and microphones, and curated wrong answers. And in all honesty, less and less opportunity for detection. Ultimately, it’s the tests that will need to change.

What’s on the test?

With students across the world doing schooling from home, teachers are finding it challenging to get authentic assessment. One of the more difficult issues is trying to administer formal testing.

Have a look at this TikTok by @tamarciment:

If you can Google the answer, students will find a way.

If you can Google the answer, is that a question we need to ask questions on a test?

Is a test the best form of assessment over a Zoom call? What are some better options?

It’s tough to navigate this new environment, and we aren’t going to do it perfectly, but these are questions that we should be asking… and our answers won’t just aid us during this pandemic, our answers will also help us when we have all students back in school too!

Assessment vs Testing

One of the interesting things that has arisen out of remote learning, due to the covid-19 pandemic, is that the idea of having supervised testing has become problematic.

This isn’t just the case for teachers new to online learning, I run the district’s online school and until now we have relied on supervised tests to ensure there is some consistency in work handed in. For example, a student might only hand in high quality essays because of considerable tutor support, or even intervention, and that would show up when the student does a written test in a supervised environment. Note: this isn’t just an issue with online learning, anyone can have a tutor help them ‘too much’, but rather it’s something that any teacher might have to consider when they can’t see who is doing the work.

Math is a challenge in the same way. Homework can come in that is 100% correct, but without help at home a student might only have enough understanding to achieve a 60% in a supervised test. But then again, maybe they can get over 75% based on understanding, but time limits and test anxiety make the test itself a less than ideal demonstration of understanding in a subject.

I’m making two points here:

1. Supervised tests have been used to ensure integrity of work.

2. Supervised tests create a less than ideal environment for ensuring understanding of learning.

So where does that leave teachers, teaching remotely, when it comes to assessment of learning, without opportunities for supervised testing?

One suggestion is to focus more on competencies rather than content. My online math teacher would typically spend over 10 minutes marking a single test. What if, instead of marking this test, she watched a student video of that student teaching her how to solve a challenging question? What if an English teacher watched four or six students debate a topic, while other students followed along, note taking in a public, digital discussion forum? What if students did a timed problem solving challenge where they all got to collaborate, but they had to put their answers into their own words?

What if we assume that students will get support, have access to their notes, and can’t be fully supervised, how does and should that affect our assessment practices?