Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Rem...

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Bibliographic Details
Published inEducation sciences Vol. 10; no. 11; pp. 301 - 324
Main Authors Gamage, Kelum A.A., Silva, Erandika K. de, Gunawardhana, Nanda
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.11.2020
Subjects
academic integrity
Academic misconduct
Academic Standards
Cheating
College presidents
Colleges & universities
Comparative Education
Councils
COVID-19
Distance Education
Distance learning
Educational Policy
Educational Quality
Electronic Learning
Evaluation Methods
Formative Evaluation
Higher Education
Integrity
Language Tests
Online Courses
Online instruction
Pandemics
Pass Fail Grading
Plagiarism
Primary Education
remote learning and teaching
Student Evaluation
Student Motivation
Summative Evaluation
Teaching
Tests
Universities
University faculty
University students
United Kingdom > UK
Australia
United States > US
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Summary:Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci10110301