alt Hacker NewsThis approach does not really solve the core issue. In practice, students often do poorly when evaluation is concentrated in one end of term exam. It also pushes many students to cram at the end of the term instead of learning steadily.
A better approach is to rethink what we assess and how we assess it. Research shows that the design of assessments plays an important role in academic integrity. Assignments that require original thinking and regular engagement can reduce incentives to cheat and improve learning outcomes.
https://www.sciencedirect.com/science/article/abs/pii/S22119...
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> Assignments that require original thinking and regular engagement can reduce incentives to cheat and improve learning outcomes.
At some point in college when I was thinking about law school, I learned about the Socratic Method. It was weird because up to that point in college, I just pretty much flew under the radar and took exams. It was far different than high school, and I realized my high school did pretty much use the Socratic Method. It wasn't as intense as law school, but every class, maybe 4-5 people would we grilled by teachers. This was called "participation."
Shy? Anxiety? Yeah, that didn't matter. Your number would eventually be up a few times a month. You had to prepare and know the assignments, otherwise your grade would suffer and public humiliation was a real thing.
It's a noble motivation (and not even unrealistic in 2015) but what you'll get would still be generative output.
If the only remedy is monitored end of term exams, so be it.