October 10, 2003

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Non-Technological Ways to Combat Cheating?


Interesting idea:

2. Being a TA myself (CS, though), I tried the following approach – every student writes the names of the students around him, in all 8 directions, in a specially drawn 3×3 box. Now, this killed 99% of cheating, as we TAs could get a quick verification of cheating suspects. It also helped us recognize cheating, since we could check the tests in the order of seating. This, coupled with Tal’s method, could probably locate almost all cheaters.



Another fun thing to do:

In one of my composition classes during my freshman year a student copied a paper verbatim from Cliff’s Notes. The teacher and everyone else in the class had read the Cliff’s Notes for the material, so this was a really dumb move.



This could be applied to CS classes if there are student’s with identical programs. Give them high grades and have them each present their solutions to the class separately and they will be forced to admit what they have done as it will become obvious to everyone present.





Some more ideas:



Homework is for *you* to understand how well you’ve absorbed the material…tests are for the prof to determine how well you’ve learned and to grade your understanding.

Taking advantage of it:

Here’s a radical notion: legalize it.

I’m serious: in the spirit of “pair programming” and “egoless programming”, make “cheating” or collaboration permissible. Just point out that the submissions had better not look identical, and make them disclose who they’re collaborating with. If you think there are one or two students who are supplying the whole group, cut them out and give then different assignments.

I’ve worked with this kind of notion both as a student and as a professor, and I’m convinced that it actually leads to overall better learning — as well as letting me relax and not get all het up about it.


1. Accept it. In most classes where there were paper-based assignments (think Math, Physics, etc.) our profs would basically say on the first day of class “I know you’re all going to work together on these assignments. Fine. But remember that exams arn’t done in groups.” and would then point out the fact that assignments were only worth ~10%. Thus, we all learned the best way to work as a team, got everything done, and had good sets of notes for the final. Also had the bonus of having to explain each solution to your friends, so you knew much of it inside out by the time exams came.

2. Expect it. At the start of the semester the prof would announce “I don’t care where you get your answers from, as long as you cite and reference them.” (mainly for programming and design clases). He’d then give us a list of decent sources for programming information/examples. But then all the questions he’d set would be different enough that you could only copy-and-paste parts of the code most often found. Thus, you learn to see what’s been done in the past and not to reinvent the wheel, while at the same time having to work with and understand a stranger’s code. Which is exactly what working with any downloaded code (think SDKs) is.


  3. You were required to show work on the test. You could get partial credit depending on how far you got in the problem before you messed up; likewise, whether the answer was correct or not, you’d get no credit if you didn’t show your work, since that was part of the instructions.

More news from the person asking my gender

<mumble mumble>

From: "Romel T. Tarin" 
Subject: RE: Linux Expo
To: "'Sacha Chua'" 

yes... =)

-----Original Message-----
Sent: Wednesday, October 08, 2003 7:52 PM
To: Romel T. Tarin
Subject: Re: Linux Expo

"Romel T. Tarin"  writes:

> sacha, are you girl or gay?

Does it matter?

Alternative teaching methods for introductory computer science

The traditional lecture-based approach to introductory computer
science focuses on mastery of programming language syntax. As a
result, other skills such as problem solving and independent learning
are underdeveloped, particularly in students with no previous
programming background. This paper presents alternative teaching
methods which promote student-centered learning and address different
learning styles. The paper also proposes an inter-school collaboration
framework for introductory computer science teachers.


Chua, Sandra Jean V. Ateneo de Manila University
Garcia, IoanNikhos Gil S. iAcademy
Carreon, Mario T. University of the Philippines