Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers’ perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of e-assessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within the context of the project TeSLA (an Adaptive Trust-based e-assessment System for Learning) which is developing a system intended for integration within an institution’s Virtual Learning Environment (VLE) offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-to-face teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth.In three of the four contexts cheating was seen by teachers as a serious and growing problem, the exception was the distance education context where the teachers believed that the existing procedures were effective in controlling cheating. Most teachers in all four contexts expected cheating to become a greater problem with increased use of e-assessment. Student authentication was not seen as a major problem in any of the contexts, as this was felt to be well controlled through face-to-face proctored assessments, though the problem of assuring effective authentication was seen by many teachers as a barrier to increased use of e-assessment. Authorship checking was seen as a major issue in all contexts, as copying and pasting from the web, ghost writing and plagiarism were all reported as widely prevalent, and authorship checking was seen as becoming even more important with increased use of e-assessment. Teachers identified a third category of cheating behaviours, which was the accessing of information from other students, from written materials, and from the internet during assessments.Teachers identified a number of approaches to addressing the problem of cheating: education, technology, assessment design, sanctions, policy, and surveillance. Whilst technology was not seen as the most important approach to prevention, student authentication and authorship checking systems were seen as relevant in terms of reducing reliance on face-to-face proctored examinations, and in improving the quality of assessment through supporting the employment of a wider range of assessment methods. The development of authorship checking based on computational linguistic approaches was an area of particular interest. Student authentication and authorship checking systems were not seen as being able to address the third category of cheating behaviours that the study identified.

中文翻译：

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使用学生身份验证和作者身份检查系统解决电子评估中的作弊问题：教师的观点

学生身份验证和作者身份检查系统旨在帮助教师解决作弊和窃行为。这项研究旨在调查高等教育教师对他们课程中作弊行为的普遍程度和类型的看法，重点是由于越来越多地使用电子评估，解决作弊方式以及学生身份验证和作者身份检查系统的使用可能如何影响评估实践。这项研究是在项目TeSLA（基于适应性信任的基于学习的电子评估系统）的背景下进行的，该项目正在开发旨在整合到机构的虚拟学习环境（VLE）中的系统，该系统提供了多种手段来确保学生身份验证和作者检查。数据是从两所正在试用TeSLA系统的大学中收集的，一所是土耳其，那里的主要教学方式是面对面教学和远程教育；另一所是保加利亚，那里的主要教学方式是面对面教学。面对面教学和混合学习。这项研究使用问卷调查和访谈，以现有的TeSLA项目评估活动为基础，并将其扩展到我们希望更深入研究的特定领域。在四种情况下，作弊被教师视为一个严重且日益严重的问题，例外在远程教育背景下，教师们认为现有的程序可以有效地控制作弊行为。在这四种情况下，大多数教师都期望随着电子评估的使用增加，作弊将成为一个更大的问题。在任何情况下，学生认证都不会被视为主要问题，因为通过面对面的督导评估可以很好地控制学生认证，尽管确保有效认证的问题已被许多教师视为增加使用的障碍。电子评估。在所有情况下，作者身份检查都被视为一个主要问题，因为从网络上复制和粘贴，幽灵写作和窃都被广泛报道，并且随着越来越多的电子评估的使用，作者身份检查变得越来越重要。教师确定了第三种作弊行为，即在评估过程中从其他学生，书面材料和互联网中获取信息。教师确定了解决作弊问题的多种方法：教育，技术，评估设计，制裁，政策和监督。虽然技术不是预防的最重要方法，但在减少对面授督导考试的依赖以及通过支持聘用专家来提高评估质量方面，学生认证和作者身份检查系统被认为是相关的。评估方法范围更广。基于计算语言学方法的作者资格检查的发展是一个特别令人感兴趣的领域。学生认证和作者身份检查系统不被认为能够解决该研究确定的第三类作弊行为。在减少对面授督导考试的依赖，以及通过支持采用更广泛的评估方法来提高评估质量方面，学生认证和作者身份检查系统被认为是相关的。基于计算语言学方法的作者资格检查的发展是一个特别令人感兴趣的领域。学生认证和作者身份检查系统不被认为能够解决该研究确定的第三类作弊行为。在减少对面授督导考试的依赖，以及通过支持采用更广泛的评估方法来提高评估质量方面，学生认证和作者身份检查系统被认为是相关的。基于计算语言学方法的作者资格检查的发展是一个特别令人感兴趣的领域。学生认证和作者身份检查系统不被认为能够解决该研究确定的第三类作弊行为。基于计算语言学方法的作者资格检查的发展是一个特别令人感兴趣的领域。学生认证和作者身份检查系统不被认为能够解决该研究确定的第三类作弊行为。基于计算语言学方法的作者资格检查的发展是一个特别令人感兴趣的领域。学生认证和作者身份检查系统不被认为能够解决该研究确定的第三类作弊行为。