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The most common approach to cheating involves trying to prevent it—multiple versions of a test, roving observation during tests, software that detects plagiarism, policies that prohibit it. However, if we look at cheating across the board, what we’re doing to stop it hasn’t been all that successful. Depending on the study, the percentage of students who say they’ve cheated runs between 50% and 90% with more results falling on the high side of that range. Can we be doing more? Here are some ideas.
This to me is a result of placing the importance on short sighted outcomes and high stake assessments rather than the encouragement and value of broad, lifelong self-development, curiosity and the process of learning...which is highly dependent on a certain degree of failure to really have ownership of knowledge, creativity, originality, meaningfulness and understanding.