Academic Integrity & Online Assessment

One of my favorite ways to support academic integrity is to ask students questions that don’t have a simple, single answer. Palloff and Pratt (2009) suggested that plagiarism is more difficult when students must solve real-life problems because they might not be able to find resources that fit the unique local context of such an assignment (p. 46). This week’s Midterm assignment that I have just submitted was a good example of this strategy, because we were asked to design a presentation that we might use with our real-life colleagues. On this assignment, it would have been difficult for me to copy someone else’s answers, because my local school district and community are different from those of my classmates. My presentation, therefore, is designed with a unique audience in mind, so it’s unlikely that another student’s responses would be fully applicable to my local context, and an observant professor might note inconsistencies if a student tried to cheat in this way. Even if I were the sort of student who cheated (and I am not!), the assignment’s creative possibilities and clear relevance might persuade me to work honestly.

In the specific case of our Midterm this week, the fusion of two different media sources (YouTube and Prezi) helps guard against plagiarism because the time stamps and account information of both sources can be compared. It might be possible for a crafty plagiarist to falsify such information on either a Prezi or a YouTube video, but creating matching false details for both platforms would be more difficult.

I think dishonesty could be further prevented by adding a web cam requirement to the screencast videos. I elected to add a webcam to my assignment anyway, mainly because I wanted to gain some practice with this software feature (Wise, 2017). By showing my face and recording my own voice, my professor has an opportunity to compare my appearance, voice, and (perhaps most importantly) nonverbal cues and facial expressions compared to my appearances in other videos and webinars. Many online assessment services now incorporate photographing and/or capturing video of the student during testing; the same advantages of preventing impersonation apply here (Pearson Education, 2017). Also, if my video narrative doesn’t match the detail, tone, or syntax of my report, then that might be a red flag that at least some portions of my project might have been plagiarized.

The integrity of this assignment could be bolstered even further by requiring students to present their Prezis at a synchronous online webinar like Adobe Connect. The professor might lead a structured impromptu discussion before, during, or after the presentation. It would be difficult for a plagiarist to effectively answer detailed questions in real time.

If the authentic context is a priority, perhaps a student could be required to show his or her Prezi to one or more real-life colleagues, who would then have to submit a separate evaluation directly to the professor. Last year, for example, I had to submit a portfolio and video clip as part of my Google Certified Trainer application (Google for Education, 2017). In addition, I had to provide Google with the names and contact information for three people whom I had trained within the past year. These three people had to submit separate evaluations of my work directly to Google via their work Google accounts. It would have been very difficult for me to cheat on this portion of my application because I would have had to hack into the preexisting Google emails of 3 separate people with whom I work. To be honest, planning and executing a successful training session would be less labor-intensive than cheating on such an assessment!


Google for Education. (2017). Google for education: Certified trainer program. Retrieved from 

Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: Jossey-Bass.

Pearson Education. (2017). Deliver your own exam: Testing outside a test center. Retrieved from   

Wise, B. (2017). Khan Academy: A rationale for blended learning at the high school level [Prezi file]. Retrieved from


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