In Defense of Cheating
David Rovner <[email protected]> Tue, 13 Jun 2006 04:06:43 +0200
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In Defense of Cheating=20
Don Norman
http://www.jnd.org/dn.mss/in_defense_of_c.html
http://custom-research-papers.blogspot.com/
http://www.cs.duke.edu/~cfs/IT/defense_of_cheating.pdf
Preamble: No, I am not in favor of deception, trickery, fraud, or swindle=
. What I wish to change are the curriculum and examination practices of our=
school systems that insist on unaided work, arbitrary learning of irreleva=
nt and uninteresting facts. I'd like to move them toward an emphasis on und=
erstanding, on knowing how to get to an answer rather than knowing the answ=
er, and on cooperation rather than isolation. Cheating that involves deceit=
is, of course wrong, but we should examine the school practices that lead =
to cheating: change the practices, and the deceit will naturally diminish.=
=20
Students cheat. There is no way of avoiding this fact. Students hand in hom=
ework and project assignments copied from others, or written by their paren=
ts, or even purchased. Students copy from one another on examinations, and =
they try to discover advance information about examinations. When cheating =
involves deceit, trickery, fraud, or swindle it must be prohibited. But the=
proper solution to the problem is not through prohibition and punishment: =
it is through examination of the sources. Why do even our best students fee=
l compelled either to cheat, or to help other students, or to watch while o=
thers cheat, without taking action. I believe that the root cause of cheati=
ng in our school systems lies with inappropriate curricula and examinations=
. Change the practices and the cheating should naturally diminish.
Consider this: in many ways, the behavior we call cheating in schools is ex=
actly the behavior we desire in the real world. Think about it. What behavi=
or do we call cheating in the school system? Asking others for help, copyin=
g answers, copying papers.=20
Most of these activities are better called "networking" or "cooperative wor=
k." In the workplace these behaviors are encouraged and rewarded. Thus, man=
y experts will tell you that their real expertise lies not in what they kno=
w but rather in who they know: that is, expertise is often knowing whom to =
ask and where to look. When we have problems in the real world, we want ans=
wers, no matter the source, which means searching to find someone else who =
has experienced the same problem, asking others for help, and cooperating.=
=20
Cooperative Versus Individual Work
In schools we over-emphasize individual work. Perhaps the only place where =
individual, isolated work is encouraged and cooperative work punished is in=
the school systems. In examinations, not only is it prohibited to copy oth=
er's work or to ask others for help, but it usually isn't possible to refer=
to books or, oh my goodness, the Internet. Yet these are all important ski=
lls in the world outside of schools. Students should be taught how to work =
effectively in teams, how to use reference works, how to use the Internet e=
ffectively, and especially how to find the significant from the non-signifi=
cant, to distinguish quality from nonsense.
Our instructional philosophies are short-sighted. This insistence upon unai=
ded, individual work is the result of the long-established policy of gradin=
g: each individual is ranked through the assignment of a numerical or lette=
r score that is meant to reflect their mastery of the subject matter. But d=
oes it? First of all, are the examinations effective? Do they encourage und=
erstanding or do they emphasize the arbitrary recitation of material that i=
s examinable. We know from our own experience, supported by numerous formal=
studies, that students cram for exams, regurgitate the material at exam ti=
me, and seldom retain it afterwards.
How much better to reward procedures for coming up with answers. Emphasize =
understanding of the issues and knowledge of how to gain insight and resolu=
tion. Emphasize cooperation.
Consider plagiarization. The sin of plagiarization is not that it involves =
copying -- this should be rewarded -- but that it doesn't give credit for t=
he originator. Deceit is wrong: it should be avoided. The problem is that t=
he current system of homework and examinations emphasize the individual act=
ivity, oftentimes in sterile, meaningless exercises, ones that are easy to =
grade. Grades are important in determining the future of each student, even=
though they measure only a fraction of a person's ability and potential, a=
nd quite often do a poor job even of the aspects they pretend to measure. I=
t is no wonder that teachers teach to the exam, that students study for the=
exam, that true understanding and exploration of issues is discouraged if =
it will detract from time that could be spent studying for the exam. The gr=
ading system, moreover, is often on a curve, with a fixed percentage of stu=
dents receiving each letter grade. This means it is a zero-sum game: a pers=
on can only get a higher grade if someone else receives a lower grade.
No wonder the intense competition, no wonder the cramming for exams, no won=
der cheating -- anything to get ahead. No wonder copying without attributio=
n, for the students feel compelled to lie: the student who finds just the p=
erfect essay and presents it to the instructor receives no credit if the es=
say was written by someone else. But suppose the student got credit for fin=
ding the essay, that the reward was based upon just how relevant and insigh=
tful that essay really was? And if both the student who presented the essay=
and the originator of the essay received credit?
This is a tricky concept. Thus, if one student writes a paper and another s=
imply copies it, no, that's not what we are trying to encourage, not even i=
f full credit is given to the original. The goal is to support cooperative =
work, where everyone contributes, each according to their abilities, but th=
at those abilities are recorded and become part of the student transcript. =
In other words, the goal is not to rank order the students by some arbitrar=
y mark of performance measure, which is what grades do, but rather to deter=
mine a student's true attributes and skills and to record them accurately. =
Some students are scholars, others leaders. Some are team players, others n=
ot. Some are generalists, others specialists. The goal is accurate characte=
rization. We do not need value judgments among the attributes: society need=
s all of them.
In a system where copying is punished, the student feels compelled to lie. =
Suppose that copying were encouraged -- honest copying, where the source mu=
st be revealed. And suppose that both the copier and the originator of the =
material were rewarded, the originator for their contribution and the copie=
r for knowing where to seek the information. This would reinforce the corre=
ct behaviors, minimize deceit, and encourage cooperativeness.
Take a tip from the "recommendation" sites on the Internet, where contribut=
ors are rated on the basis of their effectiveness and usefulness to others.=
We should grade students on their effectiveness in forming coalitions in o=
rganizing groups, and in the nature of their contributions to the group wor=
k. Thus, if one person is frequently copied, that person's stature as a con=
tributor should rise. Similarly, if a person makes no original contribution=
, but is effective at forming coalitions that solve problems, that person's=
status as an organizer should rise.=20
We could change the educational system to make it more relevant to the worl=
d, to teach proper social skills, and at the same time eliminate the deceit=
ful, hidden acts of cheating by recognizing cheating for the good that it b=
rings: group activities toward a common end.
Mastery Grading
Today, the grading system fosters a competitive, zero-sum game spirit in wh=
ich if one student wins, the others lose. I have long been bothered by the =
system of grading on the curve, forcing students to compete rather than coo=
perate. I favor grading to absolute standards. Determine what is to be lear=
ned and measure how successful each student is in their accomplishments. If=
every student gets an A, hurrah! It means every student has learned.
If every student gets an A, this does not mean that all students are equal.=
Not at all: some students can accomplish more than others, and this differ=
ence should be noted. But suppose we replace the fixed curriculum and its r=
igid grading scheme with a new procedure in which different students would =
do different work and their "grade" would be a list of their accomplishment=
s? Evaluate students on their mastery level: mastery grading. In addition, =
evaluate them on their ability to work with others, either by being a produ=
ctive team member, by organizing the team, or by their ability to contribut=
e toward the solution.
Suppose the grading system measured level of accomplishment. Suppose the sc=
hool curriculum were divided into modules of useful knowledge or skills, ea=
ch relatively small (a week or two of class, perhaps even a few hours). Eac=
h student is mentored, and the module is marked as complete only when the s=
tudent masters it. In other words, grade on a "Pass" basis. But only use "P=
ass" -- do not use a "Fail" or "Not-Pass" grade. A student either knows the=
stuff or doesn't, and in the latter case, the student is encouraged to kee=
p learning.
Some modules should be mandatory: some optional. Schools could require that=
students complete the mandatory modules as well as a specified number of o=
thers, perhaps requiring a distribution across disciplines. The major struc=
ture of a curriculum need not change. The major point of mastery grading is=
that evaluation specifies the modules completed rather than today's attemp=
t at measuring the quality of accomplishment of a fixed-length course. A st=
udent transcript would list the set of modules completed satisfactorily.=20
Admission to higher grades or to universities -- or even employment -- coul=
d be based upon what students know. Schools or employers would not look at =
grade point averages, rather they would judge students by their particular =
skills, by their ability to work in teams, and by the set of modules that t=
hey have mastered.
Note that changing to modular education with mastery grading also means cha=
nging today's system of lock-step education. Today, if students fail at som=
e topic, when they are moved to the next grade, they no longer have exposur=
e to it, even if they wish to. In a modular system, students could study th=
e modules they need or that they are interested in, regardless of grade lev=
el.
In the end, the students possess a list of topics that they understand. Som=
e will have completed many modules, some just the minimum required. Some wi=
ll have modules that reflect a broad range of topics, some more narrow, but=
deeper knowledge. Instead of arbitrary ranking through grade-point average=
s, each student is characterized by their accomplishments.=20
Restructuring the School System
In this essay, I focus upon changes to curriculum and instruction that woul=
d change the emphasis in school systems from that of competition to coopera=
tion, from arbitrary grading on the curve to mastery assessment of a studen=
t's accomplishments. But these changes are only part of the restructuring r=
equired of our educational systems. Many more changes are needed.=20
We need to get away from the lecture-centered method of teaching. We need t=
o emphasize "learning," not "teaching." Teaching is about the teacher. Lear=
ning is about the student. The emphasis should be on doing, on activities: =
"learning by doing."
Yes, depth of understanding should be encouraged, but this is best nourishe=
d when there is true interest and excitement, which often means project-bas=
ed instruction, where teachers act as mentors and guides to the material. N=
one of this is particularly new: many others have advocated this form of ed=
ucation, starting with John Dewey in the early 1900s. But changes in teachi=
ng can not take place without changes in the curriculum and in the way we a=
ssess students.=20
We need to rethink the curriculum, for today, we try to cram everything we =
think the student will ever need to know into their heads in a relatively s=
hort period. Instead, we need to train curiosity, self-reliance, cooperativ=
e skills, and knowledge of how to learn on their own, knowledge that will b=
e of value for the 2/3 of their lives that remain after the completion of f=
ormal schooling.
--Boundary_(ID_HMV4INFzMG7t7OgqzVIVSg)
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<DIV><FONT size=5><STRONG>In Defense of Cheating</STRONG> </FONT></DIV>
<DIV><FONT size=3><STRONG>Don Norman</STRONG></FONT><SPAN class=emphasis></DIV>
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<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">
<DIV><SPAN class=emphasis>Preamble:</SPAN> No, I am not in favor of deception,
trickery, fraud, or swindle. What I wish to change are the curriculum and
examination practices of our school systems that insist on unaided work,
arbitrary learning of irrelevant and uninteresting facts. I'd like to move
them toward an emphasis on understanding, on knowing how to get to an answer
rather than knowing the answer, and on cooperation rather than isolation.
Cheating that involves deceit is, of course wrong, but we should examine the
school practices that lead to cheating: change the practices, and the deceit
will naturally diminish. </DIV></BLOCKQUOTE>
<P>Students cheat. There is no way of avoiding this fact. Students hand in
homework and project assignments copied from others, or written by their
parents, or even purchased. Students copy from one another on examinations, and
they try to discover advance information about examinations. When cheating
involves deceit, trickery, fraud, or swindle it must be prohibited. But the
proper solution to the problem is not through prohibition and punishment: it is
through examination of the sources. Why do even our best students feel compelled
either to cheat, or to help other students, or to watch while others cheat,
without taking action. I believe that the root cause of cheating in our school
systems lies with inappropriate curricula and examinations. Change the practices
and the cheating should naturally diminish.</P>
<P>Consider this: in many ways, the behavior we call cheating in schools is
exactly the behavior we desire in the real world. Think about it. What behavior
do we call cheating in the school system? Asking others for help, copying
answers, copying papers. </P>
<P>Most of these activities are better called "networking" or "cooperative
work." In the workplace these behaviors are encouraged and rewarded. Thus, many
experts will tell you that their real expertise lies not in what they know but
rather in who they know: that is, expertise is often knowing whom to ask and
where to look. When we have problems in the real world, we want answers, no
matter the source, which means searching to find someone else who has
experienced the same problem, asking others for help, and cooperating. </P>
<H3>Cooperative Versus Individual Work</H3>
<P>In schools we over-emphasize individual work. Perhaps the only place where
individual, isolated work is encouraged and cooperative work punished is in the
school systems. In examinations, not only is it prohibited to copy other's work
or to ask others for help, but it usually isn't possible to refer to books or,
oh my goodness, the Internet. Yet these are all important skills in the world
outside of schools. Students should be taught how to work effectively in teams,
how to use reference works, how to use the Internet effectively, and especially
how to find the significant from the non-significant, to distinguish quality
from nonsense.</P>
<P>Our instructional philosophies are short-sighted. This insistence upon
unaided, individual work is the result of the long-established policy of
grading: each individual is ranked through the assignment of a numerical or
letter score that is meant to reflect their mastery of the subject matter. But
does it? First of all, are the examinations effective? Do they encourage
understanding or do they emphasize the arbitrary recitation of material that is
examinable. We know from our own experience, supported by numerous formal
studies, that students cram for exams, regurgitate the material at exam time,
and seldom retain it afterwards.</P>
<P>How much better to reward procedures for coming up with answers. Emphasize
understanding of the issues and knowledge of how to gain insight and resolution.
Emphasize cooperation.</P>
<P>Consider plagiarization. The sin of plagiarization is not that it involves
copying -- this should be rewarded -- but that it doesn't give credit for the
originator. Deceit is wrong: it should be avoided. The problem is that the
current system of homework and examinations emphasize the individual activity,
oftentimes in sterile, meaningless exercises, ones that are easy to grade.
Grades are important in determining the future of each student, even though they
measure only a fraction of a person's ability and potential, and quite often do
a poor job even of the aspects they pretend to measure. It is no wonder that
teachers teach to the exam, that students study for the exam, that true
understanding and exploration of issues is discouraged if it will detract from
time that could be spent studying for the exam. The grading system, moreover, is
often on a curve, with a fixed percentage of students receiving each letter
grade. This means it is a zero-sum game: a person can only get a higher grade if
someone else receives a lower grade.</P>
<P>No wonder the intense competition, no wonder the cramming for exams, no
wonder cheating -- anything to get ahead. No wonder copying without attribution,
for the students feel compelled to lie: the student who finds just the perfect
essay and presents it to the instructor receives no credit if the essay was
written by someone else. But suppose the student got credit for finding the
essay, that the reward was based upon just how relevant and insightful that
essay really was? And if both the student who presented the essay and the
originator of the essay received credit?</P>
<P>This is a tricky concept. Thus, if one student writes a paper and another
simply copies it, no, that's not what we are trying to encourage, not even if
full credit is given to the original. The goal is to support cooperative work,
where everyone contributes, each according to their abilities, but that those
abilities are recorded and become part of the student transcript. In other
words, the goal is not to rank order the students by some arbitrary mark of
performance measure, which is what grades do, but rather to determine a
student's true attributes and skills and to record them accurately. Some
students are scholars, others leaders. Some are team players, others not. Some
are generalists, others specialists. The goal is accurate characterization. We
do not need value judgments among the attributes: society needs all of them.</P>
<P>In a system where copying is punished, the student feels compelled to lie.
Suppose that copying were encouraged -- honest copying, where the source must be
revealed. And suppose that both the copier and the originator of the material
were rewarded, the originator for their contribution and the copier for knowing
where to seek the information. This would reinforce the correct behaviors,
minimize deceit, and encourage cooperativeness.</P>
<P>Take a tip from the "recommendation" sites on the Internet, where
contributors are rated on the basis of their effectiveness and usefulness to
others. We should grade students on their effectiveness in forming coalitions in
organizing groups, and in the nature of their contributions to the group work.
Thus, if one person is frequently copied, that person's stature as a contributor
should rise. Similarly, if a person makes no original contribution, but is
effective at forming coalitions that solve problems, that person's status as an
organizer should rise. </P>
<P>We could change the educational system to make it more relevant to the world,
to teach proper social skills, and at the same time eliminate the deceitful,
hidden acts of cheating by recognizing cheating for the good that it brings:
group activities toward a common end.</P>
<H3>Mastery Grading</H3>
<P>Today, the grading system fosters a competitive, zero-sum game spirit in
which if one student wins, the others lose. I have long been bothered by the
system of grading on the curve, forcing students to compete rather than
cooperate. I favor grading to absolute standards. Determine what is to be
learned and measure how successful each student is in their accomplishments. If
every student gets an A, hurrah! It means every student has learned.</P>
<P>If every student gets an A, this does not mean that all students are equal.
Not at all: some students can accomplish more than others, and this difference
should be noted. But suppose we replace the fixed curriculum and its rigid
grading scheme with a new procedure in which different students would do
different work and their "grade" would be a list of their accomplishments?
Evaluate students on their mastery level: mastery grading. In addition, evaluate
them on their ability to work with others, either by being a productive team
member, by organizing the team, or by their ability to contribute toward the
solution.</P>
<P>Suppose the grading system measured level of accomplishment. Suppose the
school curriculum were divided into modules of useful knowledge or skills, each
relatively small (a week or two of class, perhaps even a few hours). Each
student is mentored, and the module is marked as complete only when the student
masters it. In other words, grade on a "Pass" basis. But only use "Pass" -- do
not use a "Fail" or "Not-Pass" grade. A student either knows the stuff or
doesn't, and in the latter case, the student is encouraged to keep learning.</P>
<P>Some modules should be mandatory: some optional. Schools could require that
students complete the mandatory modules as well as a specified number of others,
perhaps requiring a distribution across disciplines. The major structure of a
curriculum need not change. The major point of mastery grading is that
evaluation specifies the modules completed rather than today's attempt at
measuring the quality of accomplishment of a fixed-length course. A student
transcript would list the set of modules completed satisfactorily. </P>
<P>Admission to higher grades or to universities -- or even employment -- could
be based upon what students know. Schools or employers would not look at grade
point averages, rather they would judge students by their particular skills, by
their ability to work in teams, and by the set of modules that they have
mastered.</P>
<P>Note that changing to modular education with mastery grading also means
changing today's system of lock-step education. Today, if students fail at some
topic, when they are moved to the next grade, they no longer have exposure to
it, even if they wish to. In a modular system, students could study the modules
they need or that they are interested in, regardless of grade level.</P>
<P>In the end, the students possess a list of topics that they understand. Some
will have completed many modules, some just the minimum required. Some will have
modules that reflect a broad range of topics, some more narrow, but deeper
knowledge. Instead of arbitrary ranking through grade-point averages, each
student is characterized by their accomplishments. </P>
<H3>Restructuring the School System</H3>
<P>In this essay, I focus upon changes to curriculum and instruction that would
change the emphasis in school systems from that of competition to cooperation,
from arbitrary grading on the curve to mastery assessment of a student's
accomplishments. But these changes are only part of the restructuring required
of our educational systems. Many more changes are needed. </P>
<P>We need to get away from the lecture-centered method of teaching. We need to
emphasize "learning," not "teaching." Teaching is about the teacher. Learning is
about the student. The emphasis should be on doing, on activities: "learning by
doing."</P>
<P>Yes, depth of understanding should be encouraged, but this is best nourished
when there is true interest and excitement, which often means project-based
instruction, where teachers act as mentors and guides to the material. None of
this is particularly new: many others have advocated this form of education,
starting with John Dewey in the early 1900s. But changes in teaching can not
take place without changes in the curriculum and in the way we assess students.
</P>
<P>We need to rethink the curriculum, for today, we try to cram everything we
think the student will ever need to know into their heads in a relatively short
period. Instead, we need to train curiosity, self-reliance, cooperative skills,
and knowledge of how to learn on their own, knowledge that will be of value for
the 2/3 of their lives that remain after the completion of formal schooling.</P>
<P> </P></FONT>
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