Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

Meena  Jha; null Simon; Regina Berretta; Ayse Bilgin; Judy Sheard; Lakmali Jayarathna; Sander J. J.  Leemans; Trina  Myers

doi:10.14742/ascilite2021.0142

Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

Meena Jha , Simon, Regina Berretta, Ayse Bilgin, Judy Sheard, Lakmali Jayarathna, Sander J. J. Leemans, Trina Myers

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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Abstract

The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.

Original language	English
Title of host publication	Back to the Future – ASCILITE '21. Proceedings ASCILITE 2021 in Armidale
Editors	Sue Gregory, Steve Warburton, Mark Schier
Place of Publication	Armidale
Publisher	ASCILITE
Pages	299-303
Number of pages	5
DOIs	https://doi.org/10.14742/ascilite2021.0142
Publication status	Published - 2021
Event	ASCILITE 2021: Back to the Future - Armidale, Australia Duration: 29 Nov 2021 → 1 Dec 2021 https://2020conference.ascilite.org/ascilite-2021/

Conference

Conference	ASCILITE 2021
Country/Territory	Australia
City	Armidale
Period	29/11/21 → 1/12/21
Other	38th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education
Internet address	https://2020conference.ascilite.org/ascilite-2021/

Bibliographical note

Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

academic integrity
computing education
online assessment
COVID-19

Access to Document

10.14742/ascilite2021.0142Licence: CC BY

Publisher version (open access)Final published version, 232 KBLicence: CC BY

Cite this

Jha , M., Simon, Berretta, R., Bilgin, A., Sheard, J., Jayarathna, L., Leemans, S. J. J., & Myers, T. (2021). Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment. In S. Gregory, S. Warburton, & M. Schier (Eds.), Back to the Future – ASCILITE '21. Proceedings ASCILITE 2021 in Armidale (pp. 299-303). ASCILITE. https://doi.org/10.14742/ascilite2021.0142

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title = "Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment",

abstract = "The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia{\textquoteright}s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.",

keywords = "academic integrity, computing education, online assessment, COVID-19",

author = "Meena Jha and Simon and Regina Berretta and Ayse Bilgin and Judy Sheard and Lakmali Jayarathna and Leemans, {Sander J. J.} and Trina Myers",

note = "Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.; ASCILITE 2021 : Back to the Future ; Conference date: 29-11-2021 Through 01-12-2021",

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doi = "10.14742/ascilite2021.0142",

language = "English",

pages = "299--303",

editor = "Sue Gregory and Steve Warburton and Mark Schier",

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publisher = "ASCILITE",

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}

Jha , M, Simon, Berretta, R, Bilgin, A, Sheard, J, Jayarathna, L, Leemans, SJJ & Myers, T 2021, Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment. in S Gregory, S Warburton & M Schier (eds), Back to the Future – ASCILITE '21. Proceedings ASCILITE 2021 in Armidale. ASCILITE, Armidale, pp. 299-303, ASCILITE 2021, Armidale, New South Wales, Australia, 29/11/21. https://doi.org/10.14742/ascilite2021.0142

Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment. / Jha , Meena ; Simon; Berretta, Regina et al.
Back to the Future – ASCILITE '21. Proceedings ASCILITE 2021 in Armidale. ed. / Sue Gregory; Steve Warburton; Mark Schier. Armidale: ASCILITE, 2021. p. 299-303.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

AU - Jha , Meena

AU - Simon, null

AU - Berretta, Regina

AU - Bilgin, Ayse

AU - Sheard, Judy

AU - Jayarathna, Lakmali

AU - Leemans, Sander J. J.

AU - Myers, Trina

N1 - Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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N2 - The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.

AB - The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.

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KW - computing education

KW - online assessment

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A2 - Gregory, Sue

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ER -

Jha M, Simon, Berretta R, Bilgin A, Sheard J, Jayarathna L et al. Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment. In Gregory S, Warburton S, Schier M, editors, Back to the Future – ASCILITE '21. Proceedings ASCILITE 2021 in Armidale. Armidale: ASCILITE. 2021. p. 299-303 doi: 10.14742/ascilite2021.0142

Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

Abstract

Conference

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Academic Integrity Policies, Procedures, and Good Practices for Online Assessment in Computing Education

Online assessment and COVID: opportunities and challenges

Student and staff understanding and reaction: academic integrity in an Australian university

Cite this

Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

Abstract

Conference

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Academic Integrity Policies, Procedures, and Good Practices for Online Assessment in Computing Education

Research output

Online assessment and COVID: opportunities and challenges

Student and staff understanding and reaction: academic integrity in an Australian university

Cite this