Penerapan Algoritma Fisher Yates untuk Pengacakan Soal Pada Sistem Ujian Kompetisi Wartawan

Procedures from the company to provide competency certification for and as official evidence that the news from the journalist is credible. In the practice of implementing the Competency Test, cheating is still found during the exam, various ways / forms of cheating that occur include cooperation between journalists (test participants). These problems are overcome by integrating the competency test system, using mobile technology and web applications that have been integrated so that they are more accessible. The Fisher Yates shuffle algorithm functions as a randomization of exam questions. Each test taker always has different exam questions, both from the numbering of questions and the order of answer choices. With the implementation of the Fisher Yates Suffle Algorithm, it can reduce acts of fraud or dishonesty by journalists. In addition, with the application of the Fisher Yates shuffle algorithm, it can make it easier for agencies to provide competent employee competencies. The results of the randomization test on the first 3 questions that appeared to the respondents resulted in the conclusion that the Fisher-Yates shuffle algorithm had a 100% success rate in randomizing the order of questions that were displayed to respondents

Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests

Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.

Test cheating and standardised assessment in Croatia: Changing procedures, changing minds?

This paper attempts to explain why test cheating in Croatia seemingly prevails despite the introduction of a standardised examination, the state matura. It offers a contrast to sweeping cultural explanations of the stereotypical Eastern-European cheater and attempts to examine the issue more thoroughly. The Croatian state matura is a secondary school exit examination which was adopted as part of the surge of neoliberal policies around the world and was financed through a World Bank loan. The position taken here is that borrowed neoliberal policies, like standardised assessment, lead to unpredictable and unexpected responses in post-socialist settings (Silova, 2010 ; Steiner-Khamsi and Stolpe, 2006 ), offering new perspectives and explanations on educational practices more generally. The concepts of comparative and transcendental justice (Sen, 1999 , 2009 ) are used to illustrate how cheating practices in Croatian educational settings seemingly prevailed, despite the introduction of the state matura. The paper maps the trend of Croatian teachers’ handling of cheating and suggests that standardised assessment cultivates a vision of educational fairness that is both enabled and constrained by a belief in a perfectly just procedure.

Efficacy of request presentation on compliance

The present study was an exploration of the effects of request presentation on compliance with a sample of college students in a test cheating milieu. The effect of a request seemed to have a negative effect on compliance seeking, contrary to the hypothesis proposed. However, when a simple request was preceded by the word "please," the rate of compliance increased, whereas a simple request generated the lowest rate of compliance. An analysis of gender effects showed an overall significant relationship between request condition and compliance in females only. A detailed analysis of individual responses to each confederate response revealed no significant variation. In sum, females in our sample appeared to react strongly to simple (direct) requests. Potential explanations for the results are explored in the context of theoretical and empirical research found in the literature.

Securing and Proctoring Online Assessments

This chapter examines five main aspects of delivering secure tests and examinations via online methods. First, the importance of understanding the problem of test cheating is discussed. Existing guidelines that help shape computerized test delivery are reviewed for how they manage test administration processes. A taxonomy of different types of cheating is presented and solutions to important security issues in online assessment are considered. Last, future trends in deterring and detecting cheating are proposed. Furthermore, the authors hope that understanding the threats to online test security and considering the options to solve these problems, will provide a forum for reducing test theft and increasing integrity for test takers and test sponsors alike.