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Five ways to hack and cheat with bring-your-own-device electronic examinations

Dawson, Phillip 2016, Five ways to hack and cheat with bring-your-own-device electronic examinations, British journal of educational technology, vol. 47, no. 4, pp. 592-600, doi: 10.1111/bjet.12246.

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Title Five ways to hack and cheat with bring-your-own-device electronic examinations
Author(s) Dawson, Phillip
Journal name British journal of educational technology
Volume number 47
Issue number 4
Start page 592
End page 600
Total pages 9
Publisher Wiley-Blackwell
Place of publication Chichester, Eng.
Publication date 2016-07
ISSN 0007-1013
Summary Bring-your-own-device electronic examinations (BYOD e-exams) are a relatively new type of assessment where students sit an in-person exam under invigilated conditions with their own laptop. Special software restricts student access to prohibited computer functions and files, and provides access to any resources or software the examiner approves. In this study, the decades-old computer security principle that ‘software security depends on hardware security’ is applied to a range of BYOD e-exam tools. Five potential hacks are examined, four of which are confirmed to work against at least one BYOD e-exam tool. The consequences of these hacks are significant, ranging from removal of the exam paper from the venue through to receiving live assistance from an outside expert. Potential mitigation strategies are proposed; however, these are unlikely to completely protect the integrity of BYOD e-exams. Educational institutions are urged to balance the additional affordances of BYOD e-exams for examiners against the potential affordances for cheaters.
Language eng
DOI 10.1111/bjet.12246
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, British Educational Research Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070549

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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