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427 points JumpCrisscross | 1 comments | | HN request time: 0s | source
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skhunted ◴[] No.41904004[source]
I’ve been teaching in higher education for 30 years and am soon retiring. I teach math. In every math course there is massive amounts of cheating on everything that is graded that is not proctored in a classroom setting. Locking down browsers and whatnot does not prevent cheating.

The only solution is to require face-to-face proctored exams and not allow students to use technology of any kind while taking the test. But any teacher doing this will end up with no students signing up for their class. The only solution I see is the Higher Learning Commission mandating this for all classes.

But even requiring in person proctored exams is not the full solution. Students are not used to doing the necessary work to learn. They are used to doing the necessary work to pass. And that work is increasingly cheating. It’s a clusterfuck. I have calculus students who don’t know how to work with fractions. If we did truly devise a system that prevents cheating we’ll see that a very high percentage of current college students are not ready to be truly college educated.

K-12 needs to be changed as well.

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lumost ◴[] No.41905157[source]
My personal take, we’ve made the cost of failure to high and cheating too easy.

As a student, the only thing the next institution will see is GPA, school, major. Roughly in that order. If the cost of not getting an A is exclusion from future opportunities- then students will reject exclusion by taking easier classes or cheating.

As someone who studied physics and came out with a 2.7 GPA due to studying what I wanted (the hard classes) and not cheating (as I did what I wanted) - I can say that there are consequences to this approach.

In my opinion, the solution is to reduce the reliance on assessments which are prone to cheating or which in the real world would be done by computer.

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1. BeetleB ◴[] No.41906569[source]
The solution may also be not to make classes too hard. If, for example, your physics classes were of the same difficulty as the ones in my undergrad (easy to medium difficulty for the most part), then the 2.7 GPA is probably an accurate reflection of your abilities.

But if you went to a top university with brutal courses, and got a 2.7 GPA, then all I'm seeing is you're not elite material. The number otherwise does not help me one bit in evaluating you.

BTW, having spent a lot of time out of the US - it's still pretty laid back in the US. A person who is 2.7 GPA material in the US would simply not get admission in any decent university in some countries. And plenty of people in the US start all over at another institution and do well - something many countries don't allow (state funded, lack of resources, you have to move out of the way to let the younger batch in).[1]

[1] A good friend of mine totally flunked out of his university. He spent time off in the military. Then started all over at a new university. Got really high grades. Went to a top school for his PhD and is now a tenured faculty member.