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Addressing cheating when using test bank questions in online Classes

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  • Golden, Joanna
  • Kohlbeck, Mark

Abstract

Academic dishonesty in online classes is widespread, and instructors’ attempts to minimize its effects have had mixed results. We validate one approach to reducing the benefits from cheating on online exams: the use of paraphrasing. In three online undergraduate auditing courses, we challenged students with a verbatim test bank question and a paraphrased question for each topic tested. The students performed better on the verbatim questions compared to the paraphrased questions (80.4% vs. 69.1%), even after we controlled for use of an honor code statement and online exam proctoring technology. Our results are consistent with the notion that, when faced with a paraphrased test bank question, students cannot easily find the answer on the Internet because the question does not exist in a verbatim form online. Our study is important for educational institutions and professors seeking to combat academic dishonesty and for instructors wishing to avoid the pitfalls of using test banks.

Suggested Citation

  • Golden, Joanna & Kohlbeck, Mark, 2020. "Addressing cheating when using test bank questions in online Classes," Journal of Accounting Education, Elsevier, vol. 52(C).
    • Handle: RePEc:eee:joaced:v:52:y:2020:i:c:s0748575120300257
    DOI: 10.1016/j.jaccedu.2020.100671
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    References listed on IDEAS

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    1. Jelinek, Kate, 2018. "Will and Caroline: Accounting, professional integrity and lobbying," Journal of Accounting Education, Elsevier, vol. 43(C), pages 76-88.
    2. Camillo Lento & Naqi Sayed & Merridee Bujaki, 2018. "Sex role socialization and perceptions of student academic dishonesty by male and female accounting faculty," Accounting Education, Taylor & Francis Journals, vol. 27(1), pages 1-26, January.
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    7. Steven Dellaportas, 2013. "Conversations with inmate accountants: Motivation, opportunity and the fraud triangle," Accounting Forum, Taylor & Francis Journals, vol. 37(1), pages 29-39, March.
    8. Grossman, Amanda M. & Johnson, Leigh R., 2017. "How employers perceive online accounting education: Evidence from Kentucky," Journal of Accounting Education, Elsevier, vol. 40(C), pages 19-31.
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    Cited by:

    1. Alaa Mamoun Saleh & Zilal Meccawy, 2021. "EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes," English Language Teaching, Canadian Center of Science and Education, vol. 14(1), pages 1-29, January.
    2. Kelum A. A. Gamage & Roshan G. G. R. Pradeep & Erandika K. de Silva, 2022. "Rethinking Assessment: The Future of Examinations in Higher Education," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    3. Bayne, Lyndie & Birt, Jacqueline & Hancock, Phil & Schonfeldt, Nikki & Agrawal, Prerana, 2022. "Best practices for group assessment tasks," Journal of Accounting Education, Elsevier, vol. 59(C).
    4. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2021. "Accounting education literature review (2020)," Journal of Accounting Education, Elsevier, vol. 55(C).

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