I’ve been thinking how I proctor and design exams, and I suspect (from things I hear) that there is much more cheating than I find evidence of. What are the most common ways university students cheat, say in a large lecture math or science class? For instance, some possible ways are:

  • looking at other students exams
  • sneaking in a cheat sheet
  • using a phone/prohibited device in class
  • getting help on a bathroom break
  • having someone else take the exam for you
  • getting a copy of the exam in advance
  • modifying an exam after grading and asking for points back

But I don’t know if any of these happen often enough that I should do more than I currently do.

Ideally, I’d like an answer with data from some studies on cheating, but I’d welcome extensive ancedotal evidence as well.

The question (Is studying past exams I found online cheating?) was sort of relevant but did not answer my question, so please do not mark this question as a duplicate:

Onto my dilemma:

I recently had a raw score 20 points higher than my classmates and was suspected of cheating. I scored almost perfect while others only got around 60-75. I actually found the test beforehand (coincidentally) because my teacher passes back old tests and quizzes (and his sources are obvious). I sought online materials because the textbook and the practice problems are utterly inadequate for relatively difficult exams. I know it gives me an advantage, but couldn’t everyone just do what I did? Don’t I have the right to study things that are openly accessible on the web and use that to my advantage? It’s not like I hacked a school server to access materials.. I literally just found it by using some google search ‘hacks’ like verbatim, quotes, filetype, etc. I ended up not getting a score for that test, but did the teacher really have to do that? I didn’t even copy the test word-for-word. I knew how to do most of it and just used it to make sure that I knew what I was doing. I am currently under a lot of backlash due to this incident and am trying to justify my standing. What are your thoughts and what prevents me from using those sources?

Clarification: it was not even the teacher’s own test.

I am currently preparing for a new class in an area in which the individual problems can be very long. (My writeups for individual homework problems were often three or four pages long when I took the same course as a student!)

Solving a typical problem involves:

  1. Identifying the correct differential equations and boundary conditions to solve.

  2. Making the correct assumptions and simplifications.

  3. Identifying the correct solution strategy.

  4. Implementing the strategy and solving the problem.

All of the above steps are of critical importance, as we introduce new methods and approaches for each.

Given that, an in-class exam would only have enough time for one problem—so there would be no easy way to evaluate mastery of the breadth of the material. So I’ve been thinking of doing an out-of-class exam. The time would be long enough that the students would have time to think through things, but not long enough that they could spend a lot of time trying to look things up on the internet. The class is also small enough that it would be fairly easy to detect plagiarized work or students copying off of one another. (I suspect four to six hours is sufficient.)

Are there more viable or effective strategies for testing in such circumstances?

So let’s jump straight into the facts. I am student at X university and have recently completed an exam for X module.

A a month ago I had taken a calculator from the lost and found in the laboratory that did not belong to me, and never returned it since I had forgotten to do so.

I have the exact same calculator however the one I had taken was a Japenese model. A month later during the morning of my exam, I had decided to take a calculator just in case we required one. I had however mixed this with my calculator and had taken this into University. Prior to going into the examination I had asked one of the students, whether we need to take a calculator into the exam and he replied “You never know”. I ended up taking it into the exam and had left it on the desk approximately 1 metre away from me. Approximately an hour into the exam, the invigilator started to check our equipment, when he started to check mine he started to look at it under a bright light and noticed there to be a few letters written on the back of it. Now I was not aware that this was on the back of the calculator (Case covering the back) since it was not mine, and it was written so faintly that you could barely distinguish it. I was unaware what had gone on in that situation as I was focused on the exam, and continued to fill in the questions. I noticed he mentioned something about the calculator and I thought you are not allowed to take a calculator into the exam and continued to write, and told him that that I haven’t touched it. Anyways towards the end of the exam, I was advised to remain seated and an officer came into to make me a sign a paper that stated that I had received a letter to explain that I was aware that is being investigated and that there were notes written on the back that could be potentially related to this exam.

Now I have gotten in touch with the student union and waiting for the e-mail regarding me writing a statement of appeal for the allegation. I am looking for advise on this situation as I am clearly in a difficult situation.

I need to think of three good reasons to help make a strong appeal and really struggling to figure what’s best to put into the appeal. Now I have a incredibly good track record at the University and received a first class mark last year and looking to do the same this year.

Context: I am an assistant professor of mathematics at a small liberal-arts college in the US.

I am currently teaching an applied mathematics course for about thirty students with business-related majors, and I want to give them the opportunity to use a sheet of notes (a.k.a cheat sheet) on their first exam. I am concerned about the implementation of this policy; specifically, I want to ensure the following:

  1. This policy is as beneficial to student learning as possible.
  2. I close any loopholes that could lead to unfairness or some other unforeseen problem on test day.

Some things I have already anticipated:

  1. I will give the students some starter material that they should include on their note sheet—important formulas, critical concepts, examples they should definitely be prepared to see, etc.

  2. Rules regarding the size of the notes are precise: Students may have a single sheet of 8.5″ × 11″ paper (or smaller), and they may write on either side of it.

  3. The notes must be handwritten as this requires the students to process the material. (See this question for more discussion on why I believe that ultimately helps my students.)
  4. I will not give a student their exam until they have removed everything from their desk except their note sheet and calculator. (I do not want them searching in their bag/book/folders once they have begun the exam.)

That leaves me with the following questions:

  1. Should I require students to turn in their notes to me before the exam? After the exam? Is their anything to be gained by me reviewing their notes?
  2. Would it be better for me to simply give them a formula sheet that I’ve prepared? I know that this will help the students who are too lazy to bring a notes sheet, but I feel like that’s on them.
  3. Are there other problems I should be prepared to confront? I want to do everything possible to avoid difficulties on the day of the exam.
  4. Is there research that supports/discourages the allowance cheat sheets? Am I actually doing something that’s ultimately beneficial to my students?

My son (3rd yr zoology in the UK) has an exam tomorrow, in which the task is to write an essay on the history of a(ny) branch of science. The idea is that the students can research and prepare their essay in advance and in the exam write it down from memory.

Now, my son has prepared his essay (on a subject obvious given his degree) only to find out less than 48h before the exam (tomorrow morning) that his topic is identical to that of an example essay published by the department online (but of which he was unaware) and which is quite similar to his. Obviously, if now writing his essay as intended, it will come across as plagiarised. So what can he do?

A student is asking for an alternative exam because he was “completely exhausted” due to overwork the last month or so of the semester, including the exam day.

He provided a doctor’s notice validating the claim and explaining the physical symptoms. He also provided another notice proving he did actually took an excessive number of courses recently and did well.

Should I give him the opportunity to retake the exam?

I am a masters student in one of the Swizz federal institutes. There is a professor I wish to work under as a PhD student after my masters. In fact, this was the entire reason I decided to join the masters program in this institute. After coming here, I did a semester-long project with this professor and took a course under the professor.

I think I did well in the project. Although I did not do anything original, I read a lot of difficult things and made a nice report. I asked the professor if there is a research position that I can apply to and continue working for the coming semester (it is very rare to get research positions in pure mathematics as a student) and I was told that it may be possible and more will be informed in a week.

However, this week the final exam of the course that I had taken under this professor was scheduled and I am not too hopeful about the performance in the exam (I think it was mostly because I spent too much time in the project and spent less time in my coursework). This professor is famous and can easily get students more capable than me.

Do you think I should write an email to the professor apologizing and explaining about this? What should I say?

I was wondering if anybody can solve the problem mentioned below:

Given robot has a revolute joint with angle (theta) at the base which
rotates a prismatic joint with length s (0 < s < 100 cm). There are 3
obstacles: 2 obstacle points at (0, 50) and (0, -5) and the curved
quarter circular wall with radius 75 cm. Now I need to:

  • find the shortest path in configuration space when the end-effector starts at (45, 60) and arrives at (-45, 60).

  • draw the path of the end-effector in work space and plot the values of 2 joint for the above shortest path in matlab

Here is the photo