1) Random Questions- Create assessments that will distribute a unique set of questions to individual learners.  Doing so can help reduce instances of cheating. eCourseware offers two ways to create randomized questions. Adding a Random Question Pool to a quiz adds a subset of questions from a larger question pool resulting in a different version of the quiz for each student. Question pools can be drawn from a Question Library and/or from questions that are in other quizzes within the course. 

Video Tutorial: Create a New Quiz with A Randomized Set of Questions

2) Shuffling questions at the quiz level can be done without creating a random question pool. When questions are shuffled, every student gets the same set of questions; however, the order of questions presented will be different for every student. Quiz answers can also be shuffled to add additional variety to a quiz. To learn more, review each of the videos below:

Video Tutorial: Quizzes—Shuffle Questions

3) Setting completion time reduces a student’s ability to access the test, look up the answers, or re-enter a test. 

4) Set a short window for testing completion, i.e. one or two days to take an exam rather than a whole week. 

5) Require forced completion on exams so students cannot re-enter a test.

6) Use Security Options in eCourseware like 'Password Protect' to require students to type in a password before they can take a quiz. Use a robust username and password to protect computer-based exams.

7) When applicable with course objectives, incorporate at least one higher order thinking question or prompt that asks students to synthesize, create, evaluate, or apply concepts and skills. Even if students do use their resources to help answer this type of question, it is very unlikely a textbook, classmate, or Google search would provide the unique answer a well-designed higher order written-response prompt requires.

8) Use a variety of assessment strategies (e.g. quizzes, short and long papers, video presentation submissions, test questions that require the application of theory or concept, written short answer responses where students relate key concepts to real-life, personal experiences).

9) Emphasize assignments that require written work and problem solving (e.g. essays, papers, online discussions).

1) Use rubrics that detail grading criteria for every written assignment at the beginning of the course. Not only will students understand how their work will be evaluated, rubrics make the grading process easier. To learn more about using rubrics in eCourseware, view Rubrics—Create an Analytic Rubric. 

2) Utilize the TurnitIn integration within eCourseware, by enabling the setting within the Dropbox tool. Turnitin is an originality checking system that compares submitted papers to a database of articles, journal, submitted papers, and other web sources. TurnItIn will provide Originality Reports for the student file submissions which highlight key areas, show a breakdown of matching sources, and provide direct links to the matching content.To learn more about using and configuring TurnItIn, view umTech's TurnItIn page. 

3) Evaluate the research process and the product by requiring students to explain their investigation system, course of study, established facts, and conclusions as well as their rationale for the use of specific materials and/or resources. 

4) Look for whether a written paper reflects the assignment, has changes in tense, includes odd sentences within a well-written paper, is based on references older than three years, refers to past events as current, or uses jargon. 

5) Compare the writing style and expressions in written assignments to the student's posts in discussion boards, blogs, text, or email correspondence. 

6) Ask for a writing sample at the beginning of the semester as a non-graded assignment and compare it to written papers submitted in the middle and at the end of the term. 

7) Make assignments cumulative where students turn in parts of a project or paper at different times throughout the semester.