Embedded Files
Cheating
Cheating
The Unintended Consequence of So Much Testing
The Unintended Consequence of So Much Testing
From a website highlighting the research of Donald McCabe at Rutger’s University:
From a website highlighting the research of Donald McCabe at Rutger’s University:
Eric Zendayas was at the top of his class in high school. He was enrolled in all honors and advanced placement courses boasting a 4.5 GPA. However, if you were to ask him what he has learned in school he would reply “nothing”. Eric copied most, if not all, of his homework assignments from his classmates and cheated on every exam by either getting the answers beforehand or using his phone during the test. When asked why he cheats so much he said, “I want good grades and everybody cheats, so it’s really no big deal.”
Eric Zendayas was at the top of his class in high school. He was enrolled in all honors and advanced placement courses boasting a 4.5 GPA. However, if you were to ask him what he has learned in school he would reply “nothing”. Eric copied most, if not all, of his homework assignments from his classmates and cheated on every exam by either getting the answers beforehand or using his phone during the test. When asked why he cheats so much he said, “I want good grades and everybody cheats, so it’s really no big deal.”
Cheating is both the Achilles heel and the canary in the mine of our test-centric system. Though some students have always presented others’ knowledge as their own, the frequency of this behavior has increased. While about 20% of college students admitted to cheating in high school during the 1940's, today between 75 and 98 percent of college students surveyed each year report having cheated in high school. On January 6, 2014, the British journal, “The Independent”reported that nearly half of new Harvard students admit to cheating in high school, on their way to gaining acceptance to Harvard.
Cheating is both the Achilles heel and the canary in the mine of our test-centric system. Though some students have always presented others’ knowledge as their own, the frequency of this behavior has increased. While about 20% of college students admitted to cheating in high school during the 1940's, today between 75 and 98 percent of college students surveyed each year report having cheated in high school. On January 6, 2014, the British journal, “The Independent”reported that nearly half of new Harvard students admit to cheating in high school, on their way to gaining acceptance to Harvard.
It hasn’t always been this way. A recent survey revealed:
It hasn’t always been this way. A recent survey revealed:
Half of kids younger than 18 believe cheating is necessary for success.
Half of kids younger than 18 believe cheating is necessary for success.
One-tenth of people older than 50 think so.
One-tenth of people older than 50 think so.
Multiple choice tests are certainly the most efficient way to measure educational progress, if “education” is defined as mastering a body of facts. In many ways, the message students are now getting is that bubbling the right letter, rather than learning, is the goal. And the risks that come with pursuit of that goal may be acceptable when taking a test that is not able to distinguish whether the student’s selecting “B” is the result of facts found in that students’ brain, or facts found, uh, elsewhere. Hence, cheating becomes a rational choice among strategies for achieving that goal, especially if many against whom one is competing for admission to top schools are making that choice. The situation is reminiscent of the Red Queen hypothesis in evolutionary biology, which takes its name from a statement that the Red Queen made to Alice in Lewis Carroll's Through the Looking-Glass in her explanation of the nature of Wonderland:
Multiple choice tests are certainly the most efficient way to measure educational progress, if “education” is defined as mastering a body of facts. In many ways, the message students are now getting is that bubbling the right letter, rather than learning, is the goal. And the risks that come with pursuit of that goal may be acceptable when taking a test that is not able to distinguish whether the student’s selecting “B” is the result of facts found in that students’ brain, or facts found, uh, elsewhere. Hence, cheating becomes a rational choice among strategies for achieving that goal, especially if many against whom one is competing for admission to top schools are making that choice. The situation is reminiscent of the Red Queen hypothesis in evolutionary biology, which takes its name from a statement that the Red Queen made to Alice in Lewis Carroll's Through the Looking-Glass in her explanation of the nature of Wonderland:
Now, here, you see, it takes all the running you can do, to keep in the same place.
Now, here, you see, it takes all the running you can do, to keep in the same place.
Applied to evolutionary biology, the hypothesis refers to the idea that a species well-adapted to its environment in the present is likely to become extinct in the future unless it constantly evolves under the selection pressures exerted by constantly evolving species that prey upon it.
Applied to evolutionary biology, the hypothesis refers to the idea that a species well-adapted to its environment in the present is likely to become extinct in the future unless it constantly evolves under the selection pressures exerted by constantly evolving species that prey upon it.
If cheating in high school becomes an increasingly more commonplace strategy to gain admission to Harvard, can the extinction of the completely honest Harvard student be far behind? In the 1940's when cheating in high school was admitted by only 20% of college students, and, inferring from Josephson’s research, only 10% thought cheating was necessary for success, there were about 23,000 slots open to freshman at the eight Ivy League schools. Today, there are, still, about 23,000 slots. The increasingly cutthroat competition for those slots has not resulted in a larger number of acceptances, but it may have resulted in a changed profile of who gets accepted. One wonders about the integrity of those students, compared to their counterparts three generations ago, and, if there has been a change, what that change will result in for our nation, many of whose leaders will graduate from those top tier schools.
If cheating in high school becomes an increasingly more commonplace strategy to gain admission to Harvard, can the extinction of the completely honest Harvard student be far behind? In the 1940's when cheating in high school was admitted by only 20% of college students, and, inferring from Josephson’s research, only 10% thought cheating was necessary for success, there were about 23,000 slots open to freshman at the eight Ivy League schools. Today, there are, still, about 23,000 slots. The increasingly cutthroat competition for those slots has not resulted in a larger number of acceptances, but it may have resulted in a changed profile of who gets accepted. One wonders about the integrity of those students, compared to their counterparts three generations ago, and, if there has been a change, what that change will result in for our nation, many of whose leaders will graduate from those top tier schools.
Cheating is the logical result of a system designed to evaluate educational progress that is blind to student engagement, motivation, enthusiasm, or long-term educational benefit–all the things we value most highly. The only measure of educational progress that can be detected by the test-centric world students find themselves stuck in today is. . .test scores! Students today realize that the education game is played according to rules so decoupled from meaningful learning that they can be forgiven for failing to find a compelling reason to follow them. But the worst effect is not the increase in frequency of cheating, but how students who choose to cheat feel about their choice. Returning to the results of the 2008 Josephson Institute study,
Cheating is the logical result of a system designed to evaluate educational progress that is blind to student engagement, motivation, enthusiasm, or long-term educational benefit–all the things we value most highly. The only measure of educational progress that can be detected by the test-centric world students find themselves stuck in today is. . .test scores! Students today realize that the education game is played according to rules so decoupled from meaningful learning that they can be forgiven for failing to find a compelling reason to follow them. But the worst effect is not the increase in frequency of cheating, but how students who choose to cheat feel about their choice. Returning to the results of the 2008 Josephson Institute study,
93 percent of the students said they were satisfied with their personal ethics and character, and 77 percent affirmed that "when it comes to doing what is right, I am better than most people I know."
93 percent of the students said they were satisfied with their personal ethics and character, and 77 percent affirmed that "when it comes to doing what is right, I am better than most people I know."
Shades of Lake Woebegone, where all the students are above average–a large majority of students cheat, but judge their moral code superior to most of their peers. In other words, most students feel that they are better than the average student, not because they don’t cheat. They are better because they cheat less than most kids.
Shades of Lake Woebegone, where all the students are above average–a large majority of students cheat, but judge their moral code superior to most of their peers. In other words, most students feel that they are better than the average student, not because they don’t cheat. They are better because they cheat less than most kids.
Of course, the summary of the investigation never mentions cheating. “Personal ethics and character” casts the net pretty widely. It might include drug use, back stabbing peers, petty larceny and lying at confession. It might not even include cheating. Perhaps it has become so widespread that cheating is no longer considered a serious-enough moral misstep to even feel bad when doing it. If “everyone’s doing it”, is it really wrong? One need think no further than one’s daily freeway commute, where clearly posted speed limit signs are routinely violated by most drivers: “It’s speeding only if you get caught”. Just so, students attitudes seem to suggest, “It’s cheating only if you get caught.” Students cannot fail to notice that test scores, rather than useful knowledge (unless one defines “useful” as that which leads to high test scores : ) is the single most important determinant of one’s success in achieving the holy grail: admission to the right college. The meta-lesson we are inadvertently teaching is not without whole-nation effects. That presidential candidate Donald Trump makes frequent, provably false claims and yet may still be reelected to the White House is but one disturbing example.
Of course, the summary of the investigation never mentions cheating. “Personal ethics and character” casts the net pretty widely. It might include drug use, back stabbing peers, petty larceny and lying at confession. It might not even include cheating. Perhaps it has become so widespread that cheating is no longer considered a serious-enough moral misstep to even feel bad when doing it. If “everyone’s doing it”, is it really wrong? One need think no further than one’s daily freeway commute, where clearly posted speed limit signs are routinely violated by most drivers: “It’s speeding only if you get caught”. Just so, students attitudes seem to suggest, “It’s cheating only if you get caught.” Students cannot fail to notice that test scores, rather than useful knowledge (unless one defines “useful” as that which leads to high test scores : ) is the single most important determinant of one’s success in achieving the holy grail: admission to the right college. The meta-lesson we are inadvertently teaching is not without whole-nation effects. That presidential candidate Donald Trump makes frequent, provably false claims and yet may still be reelected to the White House is but one disturbing example.
Though cramming facts into our charge’s brains occupies a depressingly large fraction of each class hour, education would never be able to hold its head up if it didn’t at least pretend that there were more lofty goals. When I was in teacher training, the schema we were taught was something called Bloom’s taxonomy:
Though cramming facts into our charge’s brains occupies a depressingly large fraction of each class hour, education would never be able to hold its head up if it didn’t at least pretend that there were more lofty goals. When I was in teacher training, the schema we were taught was something called Bloom’s taxonomy:
The Bloom’s taxonomy is a hierarchical arrangement of the levels at which education occurs. It starts at the bottom with
The Bloom’s taxonomy is a hierarchical arrangement of the levels at which education occurs. It starts at the bottom with
Level 1 is
Level 1 is
KNOWLEDGE: Know facts. (Memorizable, easily tested)
KNOWLEDGE: Know facts. (Memorizable, easily tested)
Level 2 is
Level 2 is
COMPREHENSION: Know the significance of those facts. A step up, but still amenable to Scantron tests
COMPREHENSION: Know the significance of those facts. A step up, but still amenable to Scantron tests
Level 3 is
Level 3 is
APPLICATION: Starts to become more difficult to Scantron-test.
APPLICATION: Starts to become more difficult to Scantron-test.
Level 4 is
Level 4 is
ANALYSIS: Requires so complex an understanding that only a essay will do.
ANALYSIS: Requires so complex an understanding that only a essay will do.
Level 5 is:
Level 5 is:
SYNTHESIS: Even more so--synthesizing new knowledge from what student already knows.
SYNTHESIS: Even more so--synthesizing new knowledge from what student already knows.
Level 6, is
Level 6, is
EVALUATION: The top of the pyramid--student actually evaluates his/her accomplishments of previous five levels.
EVALUATION: The top of the pyramid--student actually evaluates his/her accomplishments of previous five levels.
Bloom’s has an immediate intuitive appeal to anyone who realizes that one can “know” something at a whole range of levels. Two observations bear noting here. First, the higher up one goes in Bloom’s, the more difficult it is to cheat. Secondly, the lower the Bloom, the easier it is to write a multiple choice assessment for a large group of students, say, all American high school students applying to college. The second observation suggests why standardized tests are multiple choice, and why those tests are particularly good at evaluating only those forms of knowledge least likely to contribute to a student’s success in life. Taken together, these observations suggest a causal relationship between the rise of high stakes testing and the rise of cheating.
Bloom’s has an immediate intuitive appeal to anyone who realizes that one can “know” something at a whole range of levels. Two observations bear noting here. First, the higher up one goes in Bloom’s, the more difficult it is to cheat. Secondly, the lower the Bloom, the easier it is to write a multiple choice assessment for a large group of students, say, all American high school students applying to college. The second observation suggests why standardized tests are multiple choice, and why those tests are particularly good at evaluating only those forms of knowledge least likely to contribute to a student’s success in life. Taken together, these observations suggest a causal relationship between the rise of high stakes testing and the rise of cheating.
What’s an educator to do?
What’s an educator to do?
A quick Google search turns up thousands of hits for “catch students cheating”. But these clever educators are missing the point--treating the symptom, not the disease. Though students bear some responsibility for their actions, parents, and the pressure they apply to their children are also partly to blame.
A quick Google search turns up thousands of hits for “catch students cheating”. But these clever educators are missing the point--treating the symptom, not the disease. Though students bear some responsibility for their actions, parents, and the pressure they apply to their children are also partly to blame.
My favorite story to illustrate, in caricature, the overbearing parent, comes from a friend of mine who taught English for many years. She was well-practiced at detecting plagiarism, but this case was so over the top you’d almost think the student did it as a joke. You'd be wrong. In fact, whole sections of the paper were copied directly out of Cliff’s Notes. The following is a true story.
My favorite story to illustrate, in caricature, the overbearing parent, comes from a friend of mine who taught English for many years. She was well-practiced at detecting plagiarism, but this case was so over the top you’d almost think the student did it as a joke. You'd be wrong. In fact, whole sections of the paper were copied directly out of Cliff’s Notes. The following is a true story.
Teacher gives grade earned and returns paper but, because or earlier scrapes with student’s dad, calls Cliff’s Notes and asks to be connected to Legal. With her ducks in a row, she waits and, sure enough, gets a call during class a couple of days later: Could she come down to the Principal’s office? A parent is here and would like to discuss his son’s grade.
Teacher gives grade earned and returns paper but, because or earlier scrapes with student’s dad, calls Cliff’s Notes and asks to be connected to Legal. With her ducks in a row, she waits and, sure enough, gets a call during class a couple of days later: Could she come down to the Principal’s office? A parent is here and would like to discuss his son’s grade.
“I’m right in the middle of class. I’ll be down at the end of the period.” Teacher then calls Cliff Notes back, confirms that the head of Legal is in the office, and will gladly accept a call in twenty minutes. Teacher goes to Principal’s office, finds that–sure enough–it is the Dreaded Dad. And D.D.’s lawyer.
“I’m right in the middle of class. I’ll be down at the end of the period.” Teacher then calls Cliff Notes back, confirms that the head of Legal is in the office, and will gladly accept a call in twenty minutes. Teacher goes to Principal’s office, finds that–sure enough–it is the Dreaded Dad. And D.D.’s lawyer.
Dad’s opening salvo: “You have wrongly accused my son of plagiarism. He always does his own work. I demand he be given the grade he deserves.”
Dad’s opening salvo: “You have wrongly accused my son of plagiarism. He always does his own work. I demand he be given the grade he deserves.”
Teacher: “ Mr. ______________, your son did get the grade he deserves.”
Teacher: “ Mr. ______________, your son did get the grade he deserves.”
Teacher takes out Son’s paper and Cliff’s Notes, and shows them, side by side, to Dad. Dad looks back and forth, forth and back.
Teacher takes out Son’s paper and Cliff’s Notes, and shows them, side by side, to Dad. Dad looks back and forth, forth and back.
Dad: “Cliff’s Notes copied my son.”
Dad: “Cliff’s Notes copied my son.”
Teacher then asks to borrow Principal’s phone, calls Legal, hands to phone to Dad’s Lawyer. A very one-sided conversation ensues. All that can be heard on this end is a series of Uh Huh’s, I see’s, and Of course’s.
Teacher then asks to borrow Principal’s phone, calls Legal, hands to phone to Dad’s Lawyer. A very one-sided conversation ensues. All that can be heard on this end is a series of Uh Huh’s, I see’s, and Of course’s.
Dad’s lawyer, who had turned quite pale, hangs up the phone, turns to Dad and says, “We need to go now.”
Dad’s lawyer, who had turned quite pale, hangs up the phone, turns to Dad and says, “We need to go now.”
Though several standard deviations away from an average parent, the story illustrates an important point. In many cases kids don’t care enough to cheat. In many cases, it is the parents who provide motive for the crime. It may be because they are living their lives (and the dreams they never realized) through their kids, pursuing the bragging rights that come when one’s child gets the coveted acceptance from a top tier school, or some darker goal.
Though several standard deviations away from an average parent, the story illustrates an important point. In many cases kids don’t care enough to cheat. In many cases, it is the parents who provide motive for the crime. It may be because they are living their lives (and the dreams they never realized) through their kids, pursuing the bragging rights that come when one’s child gets the coveted acceptance from a top tier school, or some darker goal.
Years ago, I hit upon my own method for catching cheaters. My first harvest was shocking. I’d no idea that any students were cheating, much less a quarter of the class. But the evidence was as undeniable as the method was simple: Collect the tests, Xerox the tests, hand them back the next day, and have each student grade her/his own test. Before correcting, I explained the reasons for this method, which (seemed to) place great trust in each student.
Years ago, I hit upon my own method for catching cheaters. My first harvest was shocking. I’d no idea that any students were cheating, much less a quarter of the class. But the evidence was as undeniable as the method was simple: Collect the tests, Xerox the tests, hand them back the next day, and have each student grade her/his own test. Before correcting, I explained the reasons for this method, which (seemed to) place great trust in each student.
First: the student gets feedback quicker this way. Instead of waiting for the test to be graded, returned to the teacher, checked over, recorded in the grade book and (finally!) returned to the student (which could take many days), the student knows in short order how she/he did.
First: the student gets feedback quicker this way. Instead of waiting for the test to be graded, returned to the teacher, checked over, recorded in the grade book and (finally!) returned to the student (which could take many days), the student knows in short order how she/he did.
Second: no one cares about how well you did as much as you do. The best person to correct each paper in this class has been given that job.
Second: no one cares about how well you did as much as you do. The best person to correct each paper in this class has been given that job.
Third, and most importantly: If, while we are discussing the right answer, a student makes a tightly reasoned argument for having written a “wrong” answer, I will give that student full credit for it or, if their answer shows a depth of understanding beyond the test’s author, double credit.
Third, and most importantly: If, while we are discussing the right answer, a student makes a tightly reasoned argument for having written a “wrong” answer, I will give that student full credit for it or, if their answer shows a depth of understanding beyond the test’s author, double credit.
Some days my system led to students learning more about the subject while correcting the test than while learning about the test topic. That was the good news.
Some days my system led to students learning more about the subject while correcting the test than while learning about the test topic. That was the good news.
The bad news is that I was forced to face the fact that many students whom I’d regarded as friends (as much as a student can be a friend of the teacher, whose grade book defines a certain minimum distance of closest approach). And here these same students had shown that, given the choice between nurturing a close personal connection with a knowledgeable and admired elder, or gunning for one more point, calmly chose the latter. I was crushed. If the reader is thinking, “Well, of course students will cheat in a situation like that”, I would note that his occurred decades ago, before the cheating disease had reached todays’ epidemic level.
The bad news is that I was forced to face the fact that many students whom I’d regarded as friends (as much as a student can be a friend of the teacher, whose grade book defines a certain minimum distance of closest approach). And here these same students had shown that, given the choice between nurturing a close personal connection with a knowledgeable and admired elder, or gunning for one more point, calmly chose the latter. I was crushed. If the reader is thinking, “Well, of course students will cheat in a situation like that”, I would note that his occurred decades ago, before the cheating disease had reached todays’ epidemic level.
The ensuing parent/teacher/student conferences, where students were confronted with their actual test and the test they'd "corrected" were awkward, and invaluable. What developed out of this exquisite awkwardness (could I ever trust that a student’s apparent enthusiasm for a topic in my class was more than a GPA-enhancing ploy?) was perhaps the most satisfying experience I’ve ever had at teaching a lesson of lasting value. Consider the case of Kelly Lowe, a bright, hard-working student who clearly loved my class. Or so I thought.
The ensuing parent/teacher/student conferences, where students were confronted with their actual test and the test they'd "corrected" were awkward, and invaluable. What developed out of this exquisite awkwardness (could I ever trust that a student’s apparent enthusiasm for a topic in my class was more than a GPA-enhancing ploy?) was perhaps the most satisfying experience I’ve ever had at teaching a lesson of lasting value. Consider the case of Kelly Lowe, a bright, hard-working student who clearly loved my class. Or so I thought.
What I Learned in Physics
What I Learned in Physics
I didn't learn anything this year . . . no I'm just kidding. But in reality that's not "just kidding" that's lying, and that's one thing I learned this year that can cause major consequences. I know this has no relation to the "dirt" equation or even thermodynamics, but to me, it had a lot to do with my attitude towards physics, my attitude towards you, and my attitude towards life. You see before I got in trouble, my attitude towards physics in general was . . . well it wasn't really there. You see I had very little interest, I had just given up. I didn't get it and I didn't really want to try. But now that I look back on that I realize how stupid I was being. I mean to give up that easy, it shows I never really tried that hard. But after I got caught, I realized how low I had stooped and how little I tried. And I realized I didn't want to be that person anymore. It was like that by me getting caught, I also “caught” new energy and a new persistence towards physics. By caring that much about me, Mr. Ratcliffe, you made me want to learn physics. You pushed me in that direction so that I did care about how well I did, I did care about how much I tried, and I did care about learning physics. This renewed energy will stay with me throughout high school, college, and life. Mr. Ratcliffe, I cannot thank you enough for your caring for your students. If there is one experience I can look back on my life, I would look back on this one. There is no way I can forget what you taught me 10 years from now.
I didn't learn anything this year . . . no I'm just kidding. But in reality that's not "just kidding" that's lying, and that's one thing I learned this year that can cause major consequences. I know this has no relation to the "dirt" equation or even thermodynamics, but to me, it had a lot to do with my attitude towards physics, my attitude towards you, and my attitude towards life. You see before I got in trouble, my attitude towards physics in general was . . . well it wasn't really there. You see I had very little interest, I had just given up. I didn't get it and I didn't really want to try. But now that I look back on that I realize how stupid I was being. I mean to give up that easy, it shows I never really tried that hard. But after I got caught, I realized how low I had stooped and how little I tried. And I realized I didn't want to be that person anymore. It was like that by me getting caught, I also “caught” new energy and a new persistence towards physics. By caring that much about me, Mr. Ratcliffe, you made me want to learn physics. You pushed me in that direction so that I did care about how well I did, I did care about how much I tried, and I did care about learning physics. This renewed energy will stay with me throughout high school, college, and life. Mr. Ratcliffe, I cannot thank you enough for your caring for your students. If there is one experience I can look back on my life, I would look back on this one. There is no way I can forget what you taught me 10 years from now.
Sometimes, I used another strategy. The target students might call it public humiliation, but I was careful never to reveal the identity of the individual. While displaying to the class remarkable similarities between two students’ assignments, I explain the value of doing one’s own work. Students have all heard that admonishment countless times. But sometimes, it just takes one more reminder to make a change. Or maybe two, in Alexz’ case:
Sometimes, I used another strategy. The target students might call it public humiliation, but I was careful never to reveal the identity of the individual. While displaying to the class remarkable similarities between two students’ assignments, I explain the value of doing one’s own work. Students have all heard that admonishment countless times. But sometimes, it just takes one more reminder to make a change. Or maybe two, in Alexz’ case:
During this year I've failed to learn physics. Honestly, I don't even know the "dirt" equation. I suppose that's rather pathetic, but I've never been able to get a hold of physics or anything like it. In the beginning of the year I gave up on physics early; I copied Jacob's little paragraph about the "fireflies". I thought, "Wow this-is easy, Jacob's smart and now I know I should get a decent grade on this." I wasn't using Jacob in any way, he's my friend, and he was helping me out.
During this year I've failed to learn physics. Honestly, I don't even know the "dirt" equation. I suppose that's rather pathetic, but I've never been able to get a hold of physics or anything like it. In the beginning of the year I gave up on physics early; I copied Jacob's little paragraph about the "fireflies". I thought, "Wow this-is easy, Jacob's smart and now I know I should get a decent grade on this." I wasn't using Jacob in any way, he's my friend, and he was helping me out.
Then the next couple days went by and finally it was Friday, which meant campfire. That was a huge relief so I was happy to hear the songs strummed on the guitar. After you unfortunately finished, you had someone turn on the projector to project your computer screen onto the wall. You were talking about people cheating on the fireflies project. I remember that I wasn't humiliated but I just felt like I had lost pride. That I didn't win this time. Yeah, I had gotten my points but it didn't matter anymore. I felt as if every time you looked at me you would think, "Oh there's Alexz, there's that cheater." I didn't like going to your class for a really, really long time because of it.
Then the next couple days went by and finally it was Friday, which meant campfire. That was a huge relief so I was happy to hear the songs strummed on the guitar. After you unfortunately finished, you had someone turn on the projector to project your computer screen onto the wall. You were talking about people cheating on the fireflies project. I remember that I wasn't humiliated but I just felt like I had lost pride. That I didn't win this time. Yeah, I had gotten my points but it didn't matter anymore. I felt as if every time you looked at me you would think, "Oh there's Alexz, there's that cheater." I didn't like going to your class for a really, really long time because of it.
After time passed, your presentation sort of wore off. I remember Julia and I were sitting in our art class this morning, and we both hadn't finished the equation paper that was due later that day. We decided to each take certain problems and do them, and ehlp each other if we needed to. Due to the fact that each of us completed different parts of the paper, we pooled our answers and turned the paper in later in class. In the next couple days, what do you know, another presentation about cheating. I remember I was so upset. This time I was humiliated because not only hadn't I done what you suspected, but it was made public. Then I really didn't like class. Julia luckily was able to clarify things with you later in the day, but I still was upset.
After time passed, your presentation sort of wore off. I remember Julia and I were sitting in our art class this morning, and we both hadn't finished the equation paper that was due later that day. We decided to each take certain problems and do them, and ehlp each other if we needed to. Due to the fact that each of us completed different parts of the paper, we pooled our answers and turned the paper in later in class. In the next couple days, what do you know, another presentation about cheating. I remember I was so upset. This time I was humiliated because not only hadn't I done what you suspected, but it was made public. Then I really didn't like class. Julia luckily was able to clarify things with you later in the day, but I still was upset.
So what did I learn this year, that I'm probably going to remember in 10 years? No, not some 'dirt' equation or some random facts about parallel or some other kind of circuits. I'm going to remember that cheating might've gotten me the grade I wanted, but in the end my pride was way more important. It may seem a little bit stupid to say that about copying some random paper, but it's true. I can't even express to other people how important it is to not cheat. I don't want to sound like I'm trying to kiss up to you at all, because that I definitely not doing or would even think about doing. I just don't think cheating gets anyone anywhere. . . even if you get your grade. I've even given a lot of my friends the same sort of lecture about copying when they've asked to copy my papers. That's what I learned Mr. Ratcliffe. I think overall you've taught me a way more valuable lesson that you could possibly intend to teach. Since you're two lectures about cheating/copying I have had no intention to copy anyone's work. I can honestly say I've learned the value in doing my own work. So thank you ... maybe not for being some great physics teacher that taught me how measure random things like the speed of sound or something, but for telling me what was good and what was bad. I actually learned the difference.
So what did I learn this year, that I'm probably going to remember in 10 years? No, not some 'dirt' equation or some random facts about parallel or some other kind of circuits. I'm going to remember that cheating might've gotten me the grade I wanted, but in the end my pride was way more important. It may seem a little bit stupid to say that about copying some random paper, but it's true. I can't even express to other people how important it is to not cheat. I don't want to sound like I'm trying to kiss up to you at all, because that I definitely not doing or would even think about doing. I just don't think cheating gets anyone anywhere. . . even if you get your grade. I've even given a lot of my friends the same sort of lecture about copying when they've asked to copy my papers. That's what I learned Mr. Ratcliffe. I think overall you've taught me a way more valuable lesson that you could possibly intend to teach. Since you're two lectures about cheating/copying I have had no intention to copy anyone's work. I can honestly say I've learned the value in doing my own work. So thank you ... maybe not for being some great physics teacher that taught me how measure random things like the speed of sound or something, but for telling me what was good and what was bad. I actually learned the difference.
Kelley and Alexz are the exception. Most kids cheat, most cheaters don’t get caught, now or, perhaps, ever. I’m reminded of “The Emperor’s New Clothes”
Kelley and Alexz are the exception. Most kids cheat, most cheaters don’t get caught, now or, perhaps, ever. I’m reminded of “The Emperor’s New Clothes”
The villagers watch in consternation and embarrassment but remain silent, which is only broken when a little boy (who doesn’t know any better) cries, “He has no clothes!”
The villagers watch in consternation and embarrassment but remain silent, which is only broken when a little boy (who doesn’t know any better) cries, “He has no clothes!”
There are many parties that, like the villagers, remain silent about the rise in cheating including: administrators, teachers, parents, students, and, of course, Educational Testing Service. In every case their (short sighted) interests are best served with silence. As long as we see the college admissions game as a zero sum game (If I get in, you don’t), we’re stuck. In the competition for admission to top colleges, Kelley and Alexz are at a distinct disadvantage. The entire testing system on which American Education rests will not be dismantled, considering how many benefit from it. This blog is but a cry in the wilderness.
There are many parties that, like the villagers, remain silent about the rise in cheating including: administrators, teachers, parents, students, and, of course, Educational Testing Service. In every case their (short sighted) interests are best served with silence. As long as we see the college admissions game as a zero sum game (If I get in, you don’t), we’re stuck. In the competition for admission to top colleges, Kelley and Alexz are at a distinct disadvantage. The entire testing system on which American Education rests will not be dismantled, considering how many benefit from it. This blog is but a cry in the wilderness.
A crying shame.
A crying shame.
One final account by a cheater that was never caught and, in fact, gained huge benefit from cheating:
One final account by a cheater that was never caught and, in fact, gained huge benefit from cheating:
Me.
Me.
I was in my final quarter. I fell into the worst depression of my life. I lost all my friends, took to binge eating, dragged myself to classes. As Finals approached, I realized I was in no state to memorize all the facts I'd need to pass the toughest class I'd ever taken: Biochemistry. If I failed, I'd fail to graduate that spring, would have to come back in the fall for one more class. It added a rich, full-bodied helplessness to my depression. And then--like a Jesus-is-coming ray of light from above--it hit me: Cheat.
I was in my final quarter. I fell into the worst depression of my life. I lost all my friends, took to binge eating, dragged myself to classes. As Finals approached, I realized I was in no state to memorize all the facts I'd need to pass the toughest class I'd ever taken: Biochemistry. If I failed, I'd fail to graduate that spring, would have to come back in the fall for one more class. It added a rich, full-bodied helplessness to my depression. And then--like a Jesus-is-coming ray of light from above--it hit me: Cheat.
I selected three choices, three monumental memorizations that, even if I failed every other question, would give me the coveted "D"--
I selected three choices, three monumental memorizations that, even if I failed every other question, would give me the coveted "D"--
1)the chemical structures of all twenty amino acids,
1)the chemical structures of all twenty amino acids,
2) The Kreb's Cycle, or
2) The Kreb's Cycle, or
3) The Urea Cycle.
3) The Urea Cycle.
I chose PP. I spent hours drawing, and redrawing, until I could reproduce the whole thing, down to every atom in every step, perfectly. On the day of the test (in a lecture hall with hundreds of students) when I opened my test, I can't describe my elation. After I'd done a piss-poor job on all the other questions, I asked the proctor if I could go to the bathroom. When I closed my stall door, I dropped my drawers, and with a #2 pencil graduated from one of the most respected institutions of higher learning--the University of California at Berkeley.
I chose PP. I spent hours drawing, and redrawing, until I could reproduce the whole thing, down to every atom in every step, perfectly. On the day of the test (in a lecture hall with hundreds of students) when I opened my test, I can't describe my elation. After I'd done a piss-poor job on all the other questions, I asked the proctor if I could go to the bathroom. When I closed my stall door, I dropped my drawers, and with a #2 pencil graduated from one of the most respected institutions of higher learning--the University of California at Berkeley.
I am so glad I chose to cheat that day. Of course, the obvious benefit, graduation, was huge. But there was a second benefit I had no idea of when I made my Jesus-is-Coming decision. When I chose cheating, learning stopped. Having decided to cheat, the pressure to learn faded away. Sure, I passed, but
I am so glad I chose to cheat that day. Of course, the obvious benefit, graduation, was huge. But there was a second benefit I had no idea of when I made my Jesus-is-Coming decision. When I chose cheating, learning stopped. Having decided to cheat, the pressure to learn faded away. Sure, I passed, but
Education should be about learning.
Education should be about learning.
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