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> If the student had been a coherent thinker, he probably wouldn't have needed to cheat. This is a key point, but it may not be formulated the right way. Here
by p4bl0 6y ago
> If the student had been a coherent thinker, he probably wouldn't have needed to cheat.
This is a key point, but it may not be formulated the right way. Here is my take on it, as I explain it to my students:
If you are able to cheat so well that I can't catch you, it means you don't actually need to cheat. Corollary is that if you need to cheat and you do, I will see it, because you'll be bad at that too.
- eru 6y ago> If you are able to cheat so well that I can't catch you, it means you don't actually need to cheat. Well, it depends which skills you want to test with your exam..
- bryanrasmussen 6y agoare your students studying to be Ninjas? Otherwise I don't see how needing to cheat to pass Spanish Language as an example would translate to not having the cheating skills to do so.
- p4bl0 6y agoThat would be awesome, but no, they're studying compsci. Most of what I grade is code. It's quite difficult to hide that you have copied code from elsewhere, in particular when you're not able to understand — let alone explain — how it works.
- bryanrasmussen 6y agoI guess this is another difference between the academic and business worlds then, often I ask people why something is the way it is and they start using some a mixmash of jargon pulled from design patterns, agile manifesto, and business goals of some sort. I don't necessarily think it's because they have copied the code and they don't know how it works, I just think they don't know how to speak straightforward about code or are afraid of looking stupid and as a result I either have to accept stuff is the way it is, write down what they said and go try to decipher it at my leisure, or gird myself for battle.