Cheating

The Cheating Context

Although no compelling trend data exist to suggest that the overall prevalence of cheating has changed dramatically since the 1960s, since the start of the 21st century, the prevalence and magnitude of cheating have garnered more national and international media attention. Furthermore, the methods used for cheating have evolved as technology has evolved.

Cheating on assessments occurs across the globe and can involve individuals at any age and educational level. Individuals may feel more pressure to cheat when they perceive exam results will have a reputational, financial, or employment impact. The greater the impact of assessment results, whether positive or negative, the more likely individuals will be to engage in cheating. Because assessment results can significantly impact a variety of stakeholders, numerous individuals with access to testing materials or the assessment process may have an incentive to cheat.

Cheating can have measurement, societal, and financial consequences. Cheating on assessments can result in inaccurate data and invalid measurement results. When an individual cheats on a norm-referenced test, such as a classroom exam or an admissions/employment test, the cheater can gain an unfair advantage over others. When educators cheat, the conclusions drawn from invalid [Page 260]scores may result in a failure to provide students adequate instruction, inappropriate district-wide adjustments in curriculum and staffing, and skewed teacher evaluations or unwarranted salary adjustments. When examinees cheat to obtain professional credentials, individuals may be allowed to practice in an area that has direct impact on the health and safety of the public. Depending on the extent of cheating, society may determine legal consequences, such as civil or criminal liability, are appropriate. Tangible financial costs are associated with investigating cheating, invalidating scores, terminating testing staff, and engaging in administrative, civil, or criminal actions.

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