Ensuring Integrity: Best Practice to Prevent Exam Malpractices

The situation demands it! As educators in the field of higher education, it is common for us to respond to a number of questions, concerns, problems, troubles, challenges, situations, hurdles, pitfalls, etc. it may look like nothing but a synonym for the term or word issues. The way we (humans or society) perceive and organize information into meaningful patterns and wholes, as Gestalt psychology says, "whole is greater than the sum of the individual facts." While finding solutions to the broad term ‘issues’ we may have to look in to the leaf rather than see as the propeller. Then only we can find the solution to the affairs. 

The situation demands it! When I wanted too to contribute to the institutions best practice where college showcase the talent and faculty’s opinion on a platform like ‘FaBlo: The Faculty Blog’ I was in search for a better topic which is most suitable to the current situation and where I can contribute naturally more. The best talk propels to think about important matters, which could have future benefits to the society. It is always there, especially true in my case, where thoughtful nudge from the colleague encouraged me to explore a topic, Exams Malpractice

       ‘Hey, why don’t you think on a topic like exam malpractice?

The situation demands it! It was always an issue of how we could tackle, reduce, and minimize exam malpractice; unfortunately, exam malpractice continues to be challenging, undermining the credibility of assessment and affecting the trust placed in the educational institution. I think it is an overlooked issue!

The blog aims to pull out the possible ways to overcome the issue by addressing the best practices.

I think I noticed that the institution or university has only clear provisions regarding punishment, not preventing or reducing the act or misbehaviour from the student’s side. It is more important to conduct an action study (plan, act, observe, and reflect) than an applied study. So, the universities or institutions have to conduct a study on these to find answers to the questions, like

Why do the students behave like that?

How to tackle the issues?

What are the possible solutions?

Is there any particular factor to be addressed?

Midhulaj. P, Chief Superintendent of IGNOU Examination of Al Shifa College of Arts and Science opines that, "Uprooting malpractice in examination hall requires a collective effort from universities, examination authorities, and vigilant invigilators. Creating a serious exam environment is the most effective remedy, underscoring that prevention is better than cure."

    Drawing from my personal and professional experience, here is some advice that universities or colleges could consider after reviewing my points.

First, fostering a culture of academic integrity through comprehensive education and awareness programmes that highlighting and academic consequences of cheating. For that faculties plays a greater role on this part. It is the first phase where we can block the pupils from thinking.

Second, create confidence in the students by offering supportive academic learning environment where students feel encouraged to seek help and assistance from the tutor, offer additional tutoring, counselling and academic nurturing to enhance study skills and time management

Third, provide fair and transparent assessment practice, provide clear guidelines and expectation for exams and assignment and also provide time and place to practice the exams.

Fourth, invigilators should be trained not only to catch malpractice but also to actually prevent students from cheating during the exams, which is crucial for maintaining integrity. The training should emphasize pre-emptive monitoring techniques, the importance of clear communication, impartiality, morality, and integrity.

Institutions should utilize possible technologies such as CCTV cameras, clock room facilities, biometric authentication, etc.

Fifth, Exam pattern and mode of exam are needed to be changed. One mode is not appropriate for all the subjects, and one mode is not suitable to assess different skill sets. The students must provide alternative options beyond the traditional exams, such as project work, presentations, viva-voce, role-playing, and open book exams, depending on the subject.

Lastly, monitoring consistent enforcement of policies and consequence for cheating to uphold standard of fairness and prevent recurrence.

In essence, exam malpractice is not just violation of rules, but it is the result of / due to universities or colleges ‘inaction’. To address this, effective measures should be implemented. Finally, its up to all of us!

Irshad Ameen. K, Assistant Professor of Commerce, Al Shifa College of Arts and Science, Kizhattoor, Perinthalmanna