Academic integrity in on-line exams: evidence from a randomized field experiment

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• dc.contributor.author Klijn, Flip
• dc.contributor.author Mdaghri Alaoui, Mehdi
• dc.contributor.author Vorsatz, Marc
• dc.date.accessioned 2023-07-19T06:36:16Z
• dc.date.available 2023-07-19T06:36:16Z
• dc.date.issued 2022
• dc.description.abstract We study academic integrity in a final exam of a compulsory course with almost 500 undergraduate students at a major Spanish university. Confinement and university closure due to Covid-19 took place by the end of the last lecture week. As a consequence, the usual classroom exam was turned into an unproctored on-line multiple-choice exam without backtracking. We exploit the different orders of exam problems and detailed data with timestamps to study students’ academic integrity. First, taking the average over questions that were part of both earlier and later “rounds”, we find that the number of correct answers to questions in the later round was 7.7% higher than in the earlier round. Second, the average completion time of questions in the later round was 18.1% shorter than in the earlier round. Third, a mere reminder of the university’s code of ethics, which was sent to a subgroup halfway through the exam, did not affect cheating levels.
• dc.description.sponsorship He gratefully acknowledges financial support from AGAUR–Generalitat de Catalunya, Spain (2017-SGR-1359) and the Spanish Agencia Estatal de Investigación (AEI), Spain through grants ECO2017-88130-P and PID2020-114251GB-I00 (funded by MCIN/ AEI, Spain/10.13039/501100011033) and the Severo Ochoa Programme for Centres of Excellence in R&D, Spain (Barcelona School of Economics CEX2019-000915-S).
• dc.format.mimetype application/pdf
• dc.identifier.citation Klijn F, Mdaghri Alaoui M, Vorsatz M. Academic integrity in on-line exams: evidence from a randomized field experiment. J Econ Psychol. 2022;93:102555. DOI: 10.1016/j.joep.2022.102555
• dc.identifier.doi http://dx.doi.org/10.1016/j.joep.2022.102555
• dc.identifier.issn 0167-4870
• dc.identifier.uri http://hdl.handle.net/10230/57614
• dc.language.iso eng
• dc.publisher Elsevier
• dc.relation.ispartof Journal of Economic Psychology. 2022;93:102555.
• dc.relation.isreferencedby https://osf.io/yr6uc/
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/ECO2017-88130-P
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-114251GB-I00
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/CEX2019-000915-S
• dc.rights © 2022 The Author(s). Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword Field experiment
• dc.subject.keyword Academic integrity
• dc.subject.keyword Ethical code
• dc.subject.keyword On-line exam
• dc.subject.keyword Covid-19
• dc.title Academic integrity in on-line exams: evidence from a randomized field experiment
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion