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Finding cheaters using multiple-choice comparisons

jd-mathbio.blogspot.com

41–50 of 62 posts

Re: Finding cheaters using multiple-choice comparisons

#41

Earlier quoted context omitted.

Why do you think you are automatically entitled to a good job straight out of college? Your reply vis-a-vis a Mercedes vs lifetime earnings seems to imply that you are willing to sell your integrity for some value x: $(Benz - Toyota) < x <= ~$2,000,000 (spread out over a lifetime). I'm a bit incredulous that your reply was basically that the only reason you would act ethically in my hypothetical situation was because…

I don't think one is entitled to a good job straight out of college. I do, however, think that in a marketplace saturated by unfairness (berkowitz's dad is a partner let's hire him) and bullshit (jump through these hoops to make us like you), one is entitled to employ any and all effort necessary to further one's interests.

Would you also say that lying on your resume, and in interviews, is a natural consequence of society?

Re: Finding cheaters using multiple-choice comparisons

#42
post #31

Earlier quoted context omitted.

I had to look this one up too. I've always called them proctors.

Never heard the word "proctor", in Canada they are always called invigilators.

Not always; I've heard the words used interchangeably at our university.

Re: Finding cheaters using multiple-choice comparisons

#43

I'm surprised he didn't break it down to probabilities according to answer distributions instead of right vs wrong. For instance, given 2 questions with their answers and the percent of the class that answered for each choice: 1. A is the answer A - 60% B - 20% C - 5% D - 15% 2. C is the answer A - 10% B - 5% C - 70% D - 15% The probability of randomly selecting 2 students that both chose: - A and C (both correct) is…

That doesn't necessarily work because wrong answers can have natural correlations. Let's say you have two questions about finding a slope on an exam. Anyone who thinks that slope is change in x over change in y is going to get both of those questions wrong in the same way, even if those wrong answers are both individually rare. It would be really hard to distinguish between when these correlations are expected and when they're unexpected.

Re: Finding cheaters using multiple-choice comparisons

#44
post #3

I did my undergrad in this gentleman's university. This author exemplifies the problem with Mac's education: Student aren't cheating on multiple choice tests. Professors too lazy to do their jobs are.

Its not just the tests, plagiarism is absolutely rife in Canadian Universities and the institutions are doing very little to combat it.

Re: Finding cheaters using multiple-choice comparisons

#45

Cheating is a natural consequence of society putting a huge value on grade-point-averages and other dullard measures of achievement. If I had to sit through a lecture room with 200 students (TWO HUNDRED!) and I was absolutely confident that the professor cannot possibly give a shit about my learning in this crowd, I too would cheat.

"a natural consequence of society......" You could use this justification to rationalize any sort of unethical behavior you like. Embezzlement is a natural consequence of society putting a huge value on owning a Benz and other dullard measures of achievement! That is to say, I disagree wholeheartedly.

>You could use this justification to rationalize any sort of unethical behavior you like.

It isn't a justification; it's an explanation.

Because, I agree: if there wasn't such a societal emphasis on material goods (ie the Benz), there would be less embezzlement.

Re: Finding cheaters using multiple-choice comparisons

#46
post #35

Earlier quoted context omitted.

There is a world of difference between the importance of a GPA and the importance of a Benz. Low GPA means no good job straight out of college (because apparently you need a 3.5+ from an ivy league school to model in excel) means in a lot of cases lesser income for the rest of your life. No Benz means you can drive a Toyota. Big whoop.

> because apparently you need a 3.5+ from an ivy league school to model in excel It's not that you need those credentials to model in Excel. Rather, you're signaling that you have a proven capability to work long hours, deal with bullshit, work "within the system", etc. It's not about intelligence.

>> It's not that you need those credentials to model in Excel.

> Rather, you're signaling that you have a proven capability to work long hours, deal with bullshit, work "within the system", etc. It's not about intelligence.

I'm going to argue the opposing part for a bit here: So OP's response should be (something along these lines):

HA, there you admit it's putting up with bullshit! But if it's bullshit what's wrong with cheating on it as long as I get to where I want (within the system)!

Rather I would suggest the premise that there is an ethical guideline to behaviour should rest, on our ability to validate the consequences of this behaviour. So in the embezzlement behaviour clearly there is a deceived party and someone suffers. In the student cheating behaviour perhaps there is a deceived party (the future employer) - but it's not clear whether someone suffers or not, are biology 101 grades a good indicator of anything (i.e. future performance), should students caught copying biology 101 exams be exorcised from their academic institution with prejudice?

My take on it is that least in the US there is an overtly-strong caveat for this kind of thing (i.e. even copying assignments), while we are generally accepting of various other forms of deceit (i.e. sociopathy).

That said in my personal experience standardized tests are a good deal better than attendance grades, participation grades, national honor society, club activities or whatever other bs people have to put up with in highschool.

Re: Finding cheaters using multiple-choice comparisons

#47
post #2

I don't particularly like the idea of harassing possibly innocent students. Innocent students might be under pressure with no proof of innocence, since they assumed to be guilty. They might do a cost/benefit analysis and admit guilt. Also if cheating is really such a concern, why not just handle it in a similar way to the american GRE's or SAT's ?

Based on the policies of the two universities at which I've taught, it seems like there's no possible benefit to admitting guilt. The only foolproof way to "convict" someone of cheating is to have (several) people witness/record the incident. If a student accused of cheating categorically denies everything, they're usually in the clear (although faculty will say nasty things in private).

Breaking connections to faculty has consequences, namely in letters of recommendation.

Re: Finding cheaters using multiple-choice comparisons

#48
post #35

Earlier quoted context omitted.

There is a world of difference between the importance of a GPA and the importance of a Benz. Low GPA means no good job straight out of college (because apparently you need a 3.5+ from an ivy league school to model in excel) means in a lot of cases lesser income for the rest of your life. No Benz means you can drive a Toyota. Big whoop.

> because apparently you need a 3.5+ from an ivy league school to model in excel It's not that you need those credentials to model in Excel. Rather, you're signaling that you have a proven capability to work long hours, deal with bullshit, work "within the system", etc. It's not about intelligence.

It isn't? Surely you can work long and hours and deal with bullshit at a community college, or even McDonalds... somehow employers don't value that, though. ;-)

Re: Finding cheaters using multiple-choice comparisons

#49
post #46
post #35

Earlier quoted context omitted.

> because apparently you need a 3.5+ from an ivy league school to model in excel It's not that you need those credentials to model in Excel. Rather, you're signaling that you have a proven capability to work long hours, deal with bullshit, work "within the system", etc. It's not about intelligence.

>> It's not that you need those credentials to model in Excel. > Rather, you're signaling that you have a proven capability to work long hours, deal with bullshit, work "within the system", etc. It's not about intelligence. I'm going to argue the opposing part for a bit here: So OP's response should be (something along these lines): HA, there you admit it's putting up with bullshit! But if it's bullshit what's wrong…

> In the student cheating behaviour perhaps there is a deceived party (the future employer) - but it's not clear whether someone suffers or not, are biology 101 grades a good indicator of anything (i.e. future performance), should students caught copying biology 101 exams be exorcised from their academic institution with prejudice?

The future employer might be deceived, but the other students who did not cheat are the real injured parties. They will have a lower GPA either in relative to the cheaters (no curve); or possibly absolutely if the class is graded on a curve.

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