Deceptive conduct in an examination
- Uppsala University has a special procedure for dealing with suspected deceptive conduct in an examination.
- The University’s website also contains information for students regarding cheating and plagiarism. In addition, a number of departments at the University have developed their own information material.
- There are also examples from departments of forms where students must confirm that they have read the information about how to avoid plagiarism and cheating.
Some general advice on measures to prevent deceptive conduct in an examination based on various aspects is found below.
It is important that students receive clear information about which aids are permitted during the examination. In some cases, it may be a good idea to state which aids are not permitted. Whether this is helpful for the examination must be decided on a case-by-case basis. If collaboration is not permitted, it is also a good idea to provide information specifically stating this.
It is important that the examinees have been told what plagiarism is. Also inform them about how references are expected to be used during the examination.
It may be relevant to provide information about how the department handles cases of suspected deceptive conduct in an examination, and explain the possible consequences if a student is found guilty by the Disciplinary Board. The information to the examinees is important with regard to a case of suspected deceptive conduct in an examination. When a case is reviewed by the Disciplinary Board, what information the examinee received leading up to the examination is a crucial factor.
The examination should be planned and conducted in a manner that hinders deceptive conduct. If possible, use the Urkund electronic plagiarism detection system. It may be effective to randomise the order of examination questions or to design the examination in timed blocks to minimise the opportunity to obtain information during breaks. According to the guidelines for conducting remote written examinations, use of Zoom solely for the monitoring of an examination is not permitted.
Teaching and learning aspect
If the exercises are formulated so that the examinee must perform independent analysis and synthesis, there is less risk of deceptive conduct. This also turns the examination into an opportunity for learning. Remote examination of factual knowledge that can be easily searched for online increases the risk of deceptive conduct.