By Ann Michaelsen
Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?
What is high-tech cheating exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?
Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. “The term ’21st-century skills’ is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to Education Week.
“Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.”
But when you look closely at these competencies and think about how students perform on exams, it starts getting complicated. What qualifies as cheating and what qualifies as a natural extension of learning, when students are increasingly expected to apply online research skills to find specific information in the vast ocean of facts and data?
WHAT DENMARK HAS LEARNED
In November 2009, 14 Danish upper secondary schools used the Internet during written exams, and a follow-up report in 2010 by a group of auditors concluded that the experiment was a success. “The Internet is an integrated part of students’ everyday lives and education so this Continue reading