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The purpose of the present paper was to provide the empirical results of a group of faculty members’ experiences in University of Sistan and Baluchestan with e-evaluation and to decrease the risk of fraud in these assessments. Some solutions reported here were obtained via e-learning experiences of these educators (colleagues) over a one-year period that effectively decreased fraud in online tests. This is a qualitative interpretative phenomenology study.
The proposed solutions included nurturing commitment and practical honesty in learners, informing students of the test rules and regulations, designing various different test items, distributing test scores in multiple tests over the semester, analytical and open-book questions, and notifying students about the possibility of obtaining guidance from educator during the test, changing student evaluation criterion, using e-LMS facilities, and considering psychological variables such as test anxiety.
Reviewing related literature reveals that the experiences provided in this paper cover a wide range of solutions and some shortcomings. For instance, [11] reviewed 20 articles to investigate fraud causes and prevention. It divided fraud causes into two classes: a. intrinsic motivations such as lack of self-confidence, poor academic performance, pride after cheating, and b. extrinsic motivation like the pressure imposed by parents and educators. This paper, focusing on the controlled extrinsic motivations and learners monitoring, introduced the use of various methods, divergent test items, oral assessments, and learners’ progression as fraud prevention strategies for e-learning.
According to the literature, it is recommended to identify fraud motivations and technology (10). Reviewing experiences in the present research demonstrated that faculty members mainly proposed solutions relying on decreased fraud motivation. However, the most efficient strategy to overcome fraud is demotivation (10); to defeat fraud, the simultaneous use of fraud detection and prevention methods is required. Unfortunately, as fraud detection and prevention strategies are evolved, various new fraud technologies also appear. As a result, no comprehensive version may limit fraud levels in online tests, and fraud prevention strategies must be daily updated.
Hence, further studies are needed to propose fraud detection strategies. Most critical evaluations within the pandemic were made using e-learning systems via virtual written tests, virtual interviews, oral questions and answers over teaching, and multiple evaluations (24). Knowing the system features correctly can strengthen fraud prevention.
In addition to developing proposed strategies and solutions by updating fraud detection methods, further practical studies are needed to attain more accurate and reliable evidence of the effective proposed solutions.
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