Cheating is a Negative Thing As long as there have been schools, colleges, universities, tests, and homework.

Some students always found ways to cheat during test. Educators said that some students have a new attitude is cheating is at an all-time high schools and coll eges. In my opinion, I think this is not a good idea to use cheat during test because you have learn for nothing in your whole life. If I were you, I have a goal is I want to become successful life and make my family proud of myself so I should n ot use way to cheat during test. I understand there are many reasons why they do like this but you will not feel proud of yourself if you use way to cheat however, no one can knows that you use way to cheat during test. For example, if you always say that you are going to become lawyer, so you have to study seriously and it makes you improve your writing skill and reading skill in English. When you become successful life, people may respect you because you are a smart person who often studies hard without using way to cheat. If you want to use way to cheat, that is fine for you but the negative thing is you have never feel proud yourself. Will you please aware of yourself if you kno w this is a not good idea? If you don t know how to answer yourself, take your tim e to think about that. When you get a job, you may understand and answer yoursel f about your past life. That is so late but that is good to get a experience the n you can give kid good advice in future. If you are always honest to be studyin g, you may be successful life. This is very positive thing than using way to che at. Let me tell you a thing. You want kid to use way to cheat during test? Or you wa nt kid to become successful life without using way to cheat? You know you use co mmon sense in making decision in your whole life. Why don t you ask your parent if they have used to way cheat during test? In my opinion, I think that cheating is dishonest. For example, if students chea t on their exams, they will not improve their education. It is not good. I think that students have to cheat on their exams because it is very hard for them to study for their exams. Can students study for their exams very hard? I think tha t some students may struggle that their exams are very hard. Therefore, they wil l not be successful. I think that people have to get jobs, so they must cheat on their exams. I think that cheating isn't good idea because if you cheat, it is fine. But in f inal exam, how do you will pass the test if you hadn't never learn it? It is the best chance to fail. The cheat can be used once but no many times because if of ten cheat, the risk to be catched by teachers will be increased and the conseque nces is you will get the worst amrk and dissapoint your parents in same time. I had experienced to cheat but it didn't bring me a positive way because my brain isn't improve from that. The best way to improve is to learn. It doesn't have an other solution. In my opinion, cheat has become more and more in everywhere in high school and c ollege. I understand that some students struggle with any topic or they don t know how to answer that is why they want to cheat via internet rather than writing t heir own but I know that it is very wrong to cheat. If students continue to chea t so might later they will have a lot of problem in the future. They never know that someday teacher will caught them so what students do with the teacher? That is very big shame! Is cheating spreading?] Yes, it is because: The subject is boring and not too exciting to attract the attention of students. The teacher is boring. He/she has no capability to make it interesting. The book is not well written so students prefer to cheat than to squeeze.

Their minds are problematic. (Some believe that the content is not the truth!) R esult: Have you see for how many years there are student strikes all around the world about the books and education status. Many time I have also help other fellow students to cheat from my examination pa per and at the end when I saw that they had a good mark, I was very happy, even if you call it cheat! I have also cheat from my friend's paper. At the end who r eally worth will be shown after years. Nothing can be done! Students are clever enough to find new ways to overcome the obstacles that [others] are trying to im pose upon them. Free spirit is the better education.

Academic Cheating Background Introduction: Academic cheating is defined as representing someone else's work as your own. It can take many forms: from sharing another's work to purchasing a term paper or test questions in advance, to paying another to take a test or do the work for y ou. Statistics show that academic cheating among high-school and college students ha s risen dramatically during the past 50 years. The results of the 29th Who's Who Among American High School Students Poll (of 3,123 high-achieving 16- to 18-yea r olds that is, students with A or B averages who plan to attend college after g raduation) were released in November, 1998. Among the findings: 80% of the country's best students cheated to get to the top of their class. More than half the students surveyed said that they don't think cheating is a bi g deal. 95% of cheaters say they were not caught. 40% cheated on a quiz or a test 67% copied someone else's homework According to the results of a 1998 survey of 20,829 middle and high school stude nts nationwide conducted by the Josephson Institute of Ethics, 70% of high schoo l students and 54% of middle school students said they had cheated on an exam in the last 12 months. According to Josephson, the same question asked of high sch oolers in 1996 prompted 64% to admit they had cheated. This demonstrates a 6% in crease in only two years. ETS Research: In order to better understand academic cheating and be proactive, ETS recently c ommissioned three studies: 1) Focus groups with test takers (conducted by Conway , Milliken & Associates) which included nearly 100 test takers for one of the fo llowing: SAT, AP, GRE, GMAT, TOEFL, PRAXIS; 2) Focus groups and interviews with 255 test takers, college and high school personnel (conducted by the National Op inion Research Center at the University of Chicago); and 3) Phone interviews wit h test takers, parents, school and college personnel (conducted by Rowan & Blewi tt Incorporated) which included 2,436 test takers and adults and 412 college per sonnel. The results were compelling. The general perception is that cheating is widespread. Students believe that che ating is more prevalent and accepted today. They see it in every facet of life: politics, business, home, and school. The perception is also that cheating is changing. Cheating on tests given in sch ool is widespread. Collaborative academic (team) environments like the Internet are making the defi nition of cheating even murkier. 56% of educators and 31% of the public, students and parents say that they hear about cheating incidents. However, only 35% of educators and 41% of the public, students, and parents agree that there is a problem with cheating on tests. 73% of all test takers, including prospective graduate students and teachers agr ee that most students do cheat at some point; 86% of high school students agreed . Many who have engaged in cheating cite the following as rationales: It's a victi mless crime; It's o.k. to many if you don't get caught; it has it's own language

(using shortcuts, whatever it takes, everybody does it, part of life); it makes up for unfair tests or lack of opportunity. High school students are less likely than younger test takers to report cheaters , because it would be "tattling" or "ratting out a friend." Fewer college officials (35%) believe cheating is a problem in this country than do members of the public (41%). Our research clearly demonstrates the influence of pressure on the incidence of cheating. We know that cheating behaviors are well-established by high school; t he stakes of a test may influence the probability of cheating; and parents and e ducators may unintentionally aggravate the problem with pressure for results ove r learning. General Background: Cheating is seen by many as a means to a profitable end, a way to obtain the hig hest grades in order to gain admission to the best universities. Students who do not cheat are not only at a disadvantage, but can be viewed as fools for not pl aying the system, a system that has grown tolerant of cheating with few punishme nts. This system continues to place more and more emphasis on getting the grade by any means possible. The benefits of individual learning are no longer seen as a goal or focus. According Donald McCabe, Professor and Associate Provost, Rutgers, The State Uni versity of New Jersey, and Founder of The Center for Academic Integrity, "Studen ts feel justified in what they are doing. They are cheating because they see oth ers cheating and they think they are being unfairly disadvantaged. The only way many of them feel they can stay in the game, to get into the right school, is to cheat as well." The Role of Technology in Cheating: Technology has made cheating even easier. High-tech cheating includes using info rmation from the internet without proper attribution, downloading term papers fr om on-line paper mills, and sharing answers through e-mail or diskette. Numerous websites are dedicated to helping students cheat. According to Kenneth Sahr, fo under of School Sucks, a website providing free term papers to students, his sit e has averaged 80,000 hits per day. Boston University recently filed suit agains t eight web companies that offer on-line term papers. The companies have include d disclaimers on their websites indicating that the papers are for research purp oses only, and are not to be submitted as original work. However, BU called the disclaimers a "sham" and said other advertising shows that the companies are wel l aware the papers are intended to be submitted as original work Cheating Through The Ages: Pre-School: Although little research exists about cheating among pre-school and elementary s chool students, the following information has been presented by Janis Jacobs, a specialist in social development and associate professor at Pennsylvania State U niversity. At the Pre-School level children understand that cheating is morally wrong, as o pposed to a social transgression (i.e. eating with their fingers). Because moral development consists of their own needs vs. punishment, they are prone to cheat in order to win. At 5-6 years of age many children cheat if the opportunity arises. In one study of this age group, 84% knew that cheating was not allowed. However, 56% cheated. This is primarily true because they have an inability to inhibit their actions at this age. Elementary School: Although elementary age children (ages 6-10) are presented with more opportuniti es and motivation to cheat, most believe that it is wrong, but that it depends o n the specific incident (i.e. "Johnny was sad because he didn't know the answers , so I let him copy mine."). Additionally, elementary age children do not believ e that cheating is common, and admit that it is hard to resist when others sugge st breaking the rules. At this age the need for approval is related to cheating, and finally, boys cheat more frequently than girls Middle School:

Most research shows that cheating begins to set in during the middle school year s (ages 11 13). According to The Josephson Institute of Ethics, "The evidence is fairly clear that cheating begins in the middle school fairly seriously and esc alates in the higher grades, 10th, 11th and 12th grades, because that's when the stakes are highest. It doesn't seem as if it's necessarily a dispositional thin g, like they've never thought of cheating before. It's that there isn't much rea son to cheat in the elementary school." According to Jacobs, research at this age shows that middle schoolers are motiva ted to cheat because of the emphasis placed on grades. In one study, 2/3 of midd le school students report cheating on exams; 90% copy homework. Furthermore, eve n those who say that cheating is wrong, will cheat. The bottom line: If a child' s goal is to get a good grade, he is more likely to cheat. High School: Research has shown that the incidence of academic cheating among high school stu dents has risen to all-time highs. The studies conducted by Who's Who Among Amer ican High School Students, as well as those conducted by The Josephson Institute , are just a few of the many that demonstrate the problem. In addition, a 1997 C onnecticut Department of Public Health survey of 12,000 students showed that 63% of 11th graders and 62% of ninth graders reported cheating on an exam in the pr evious 12 months. "In the past it was the struggling student who was more likely to cheat, just to get by," according to Michael Josephson. "Today, while it is becoming almost im possible to flunk out, it is the above-average, college-bound students who are c heating. As a matter of fact, cheating is higher among college-bound kids than a ny other group." College bound students are expected to be all they can be to get into a selectiv e college. They need to get the best grades, play the best sports, perform commu leading many students to che nity service, etc. The pressure can be overwhelming at or plagiarize. According to Stephen Davis, a psychology professor at Emporia State University i n Kansas: "about 20% of college students from across the nation admitted to chea ting in high school during the 1940's. That percentage has since soared, with no fewer than 75% and as many as 98% of 8,000 college students surveyed each year now reporting cheating in high school and the majority admitting doing it on sev eral occasions. Josephson adds, "We've never heard things like, We have too much homework,' it is more of, I'm involved in basketball, I'm involved in the Glee Club and I'm invol ved in ' They have tons and tons of activities, and schoolwork is only part of it , and therefore, part of the justification they make is: Since I can't do it all, we have to cut somewhere, and, what's the big deal." Higher Education: "Cheating is more widespread at the nation's colleges and universities than it w as years ago because it no longer carries the stigma it used to. Less social dis approval and increased competition for spots in graduate schools have made stude nts more willing to do whatever it takes to get the grades," so says Professor M cCabe. "If a student feels disadvantaged because others are cheating and seeming to get away with it, they'll say: I'm not stupid enough to blow my chances by n ot doing the same." McCabe also comments that many schools stopped paying seriou s attention to cheating as they felt the need to focus more on problems such as campus safety and substance abuse. Professor McCabe's research has revealed the following indicators for cheating: Institutional: Campus norm No honor code Penalties not severe Faculty support of academic integrity policies is low Little chance of being caught Higher incidence at larger, less selective institutions Personal: Business and engineering majors are most likely to cheat

Future plans include business Men self-report cheating more than women Fraternity and Sorority members Younger students Students with lower GPA's (or those at the very top) Others doing it Faculty members disinterested Required courses not in their major No stated rules or rules unclear Heavy workload Conclusion:Our research shows that students feel that their cheating will not af fect anyone else. However, as they graduate into the worlds of business, medicin e or government, they will be judged by their actions and their knowledge. If a graduate's performance does not correlate to the grades that he or she received, what value the degree? More important, the cheater automatically reduces the cr edibility and the value of every other degree awarded by the alma mater. Cheating does not end at graduation. Today, resume fraud is a problem for many e mployers. Additionally, there have been media reports of police recruits fined f or using crib notes on a CPR exam; paramedics studying for their emergency medic ine test with a purloined exam; Coast Guard mariners cheating on their Federal p ilot's license; athletic coaches altering students' scores. There have even been reports of teachers and principals cheating on their own exams, as well as mani pulating answers to improve their students' scores. Cheating is a problem we will continue to face. It undermines integrity and fair ness at all levels. It can lead to weak life performance and corrode the merit b asis of our society. No organization has yet taken responsibility for attempting to address this issue on a widespread basis. ETS has a responsibility to effect ively communicate its position on cheating and the benefits of not cheating. It is time to address this issue on a national level. All of our publics agree that test security is OUR (the testing company's) respo nsibility. and that we have a legitimate role in helping to address this problem . Our nonprofit mission compels us to address this societal problem with America n Education. Educational Testing Service is the world's premier educational measurement insti tution and a leader in educational research. ETS, which is a nonprofit organizat ion, develops and administers achievement, occupational and admissions tests for clients in education, government and business. ETS annually administers almost 11 million tests in the United States and 180 countries. Steps the Che 1 Decide which "type" of cheating is going to be most beneficial for you at-Sheet, the Partner-Cheating, or the Hard-to-Prove. (Refer to the sections bel ow for more information on such methods.) 2 Don't get caught. Cheating only helps if you can get away with it. Here are so me simple tips to avoid getting caught: Don't look suspicious. It's important to strike a balance between effectively g etting your answers and not making it obvious. To do this, don't overly fidget. If you must look around, never hold your gaze in one place for longer five to te n seconds. Switch it up by randomly staring in other directions this way, your t est supervisors won't get too suspicious and find out where your accomplice (or cheat sheet) is. Don't aim too high. It's not impossible to cheat your way into a perfect score if you really put in the effort, but if everyone else is getting an unremarkable grade on the exam, you will draw attention to yourself. This is fine if you nor mally get decent marks, but if you're known among teachers as one of the slower students, then there's a chance that they'll find out. Deliberately miss a few q uestions, though, and you'll be good to go. A tip is to get a B on a test and co ntinually raise your average score until it's an A remember to do this slowly. Dispose of the evidence. As soon as the test is over ask to go to the bathroom

(if you haven't already gone) to wash off or throw away any evidence of cheating . The longer you hold on to something, then the better your chance of getting ca ught because one person or another will notice. Cheat-Sheet Methods 1 Start by gathering the information you will need. This includes formulas, key words, vocabulary, dates, definitions, names, conjugations, etc. 2 Write or print the information correctly. The font should always be clear to r ead, and in the Goldie Locks size (not too big, not too small). While you would want to include as much as possible on the small sheet of paper, remember if the font is too small you will overly focus on your cheat-sheet thereby increasing your chances of getting caught. Also if it is possible to print-out your cheat s heet, do that. It will reduce the chances of your teacher or professor being abl e to trace it back to you. 3 Copy it down. This is most common for spelling tests.Copy down the spellings i n your spelling book to a peice of paper.Then put it on your lap or up your slev e.It is a high risk doing this so be careful. 4 Hide the sheet. Try the "Body Part Cheat-Sheet" method. Instead of printing out the cheat sheet , try writing it on a part of your body. Good places include your forearm if you are a man or your upper thigh if you are a woman. These are both great because you can wear a dress or long sleeve shirt to cover up your cheat sheet when you aren't using it. It's important to not make it obvious that there is writing on your body. Put the words in a place that faces you only. Try the "Water Bottle Cheat-Sheet" method. Print out the cheat sheet on a color ed piece of paper that matches that label of your water bottle. Paste it on the label and turn it so that it only faces you. Ideally, you want to mimic the writ ing on the label to avoid suspicion. Try the "Binder Cheat-Sheet" method. If you have a binder that has a clear slot in the front, slide your cheat sheet into there. Move your binder from under yo ur desk to the slide of your desk to peek at your cheat sheet. Try to minimize t he amount of slide, especially if you don't have carpet in your classroom. Try the "Calculator Cheat-Sheet" method. This is common for people who are taki ng math tests, because that's the only reasonable time to have a calculator with out being suspicious. Slide formulas or information terms between the back of th e calculator and the calculator's cover. Another Calculator Method to try: If you have a graphing calculator, save the m ath formulas into your calculator. Then, put the information into archive, so yo u will still be able to get to it if your teacher makes you clear the RAM. Unarc hive the information during the test. Clear the memory after the test. This also works if it's the school's calculator, because no teacher or student is going t o look in the archive. If you don't know how to archive things on a calculator, look it up. Try the "Stashed Cheat-Sheet" method. Hide a cheat-sheet in a separate place al l together to avoid it getting connected back to you. This includes on a bulleti n board in the classroom, in a bathroom stall or on someone's chair. Partner-Cheating Methods 1 Try the "Peeking-Partner" method. Seat yourself behind someone who will do wel l on the test (either bragged about studying or is a master in the subject). Adj ust yourself so that you are on the furthest left or right on your seat facing d iagonally towards his or her desk, this should allow you to look over their shou lder without having to move your head too much. Never choose a student in the ce nter of the classroom or in the front as this makes it more likely that your tea cher will notice you looking over their shoulder. 2 Try the "Signing-Partner" method. Create a system of signing with a fellow stu dent in the class. This is going to double your knowledge of the subject because you can work together to sign answers to each other. On multiple choice exams: 1.Establish hand or foot tapping signals for A, B, C, D, E and "wrong answer." By creating a signal for "wrong answer" you are going to improve the likelihood of you both doing well on the test by helping each other eliminate wrong answers . Also create a vocal noise for getting their attention that isn't suspicious (l

ike a cough, or foot tap). 2.Start by coughing to get their attention. 3.Use your fingers to give the number of the question (flash 3 than a 2 to with your handsignal question "32"). 4.Wait for them to signal their answer (pulling their ear for "B"). 5.If you need help deciding between 2 answers: cough, give the question number, and signal for the answer you suspect it might be. 6.He or she can nod his or her head if its correct, if it's the wrong answer he or she can send the "wrong answer" signal (put up your hair in a ponytail). Hard-to-Prove Methods 1 Try getting the "Instructor's Edition" version of your Textbook. For professor s who use pre-made quizzes from their "instructor's edition" textbooks, purchase a copy. Find the correct edition of the book online and buy it. Before a quiz m emorize the answers to the questions. This method is good for entry level scienc e, foreign language and/or history classes that pull their quizzes straight from the book. 2 Try getting an "Advanced/Old Copy" of the test. This can be done by talking to an old student or by talking to other students who might have connections in th e class. Study straight from the exam, or if you suspect that the exam will be t he same, study the answers straight. 3 Try the "Comeback Later" method. If you know a professor or teacher will let y ou come back to finish a test, purposefully don't finish the exam and ask to com eback on a later date. Make sure to memorize the topics or questions so that you can look up the answers before finishing the test later. Claim to be sick, go to the bathroom towards the end of the exam until its over , or pace yourself slowly. Be sure that your professor will let you come back be fore using this method as you could actually do worse if he/she doesn't let you finish. 4 Try the "Bring Your Pencil" method. As you turn in your exam, if your professo r isn't at her/his desk, use a pencil you brought up with you to change or write in answers from the test at the top of the pile. This is high risk. Try Not Cheating 1 Try cramming information last minute. By spending the few minutes before an ex am skimming over your notes or study exam, you have a shot at being able to do w ell without cheating. For essays, try to remember key words. Usually professors or teachers have "key words" that they are looking for in an essay. This means that the actually "flu ff" of the essay is less important. If you know the topic or possible topics of an essay question, cram four-five terms you know your professor will be looking for. Instead of having to study everything, you can succeed with less effort. For math exams, try to memorize formulas. Knowing a formula can be more powerfu l that spending hours doing practice problems. If you can write down a formula e nough to memorize it, then you can spend the test trying to apply those to the p roblems. For multiple choice exams, try "chunking" information you know will be on the t est. Instead of memorizing a list of words, try breaking it into easier to remem ber smaller lists. For example, if I am studying for a history test, instead of remembering "Jefferson, Hamilton, Franklin, Washington, Grant, Lincoln, and Lee" break it up into the "4 of the founding fathers: Franklin, Washington, Jefferso n and Hamilton" and the "3 civil war leaders: Lee, Lincoln, Grant." By memorizin g the number of men to a specific topic, it'll be easier to narrow down who you are missing. Warnings Always be aware of where the teacher is looking; no method of cheating is succe ssful if the teacher is looking right at you while you hold the notes in your ha nd and are frantically copying them onto the test. If this is a shared computer, you might consider deleting the browser history s o you won't get caught by your parents. Watch what the teacher is doing every now and then this can help prevent you fr om getting caught

There is always a possibility of getting caught. Please be careful. For some major tests, such as GCSEs in the UK or NAPLAN in Australia, you may g et all your test results cancelled if you are caught cheating. The worst sanctio n is to be banned from all the exam boards for five years - which means no A Lev els or university. Partnering is always better than cheat sheets and the hard-to-prove methods are even better. Overall the less evidence there is - the better it is for you Don't brag about it, this may seem obvious but it is something people do, you d on't know who could tell the teacher Cheating carries heavy consequences if you are caught which can include an auto matic zero on the test, suspension or even expulsion. Many schools will even mar k on your transcript indicating you violated the honor code. Instead of searchin g for how to cheat on a test, try finding tips on studying for exams. If you are copying off the person next to you lean over and rest on your arm wh ile tilting your head to the side to make sure it isn't obvious If you had to cheat because you had no time, remember that it is still worth le arning the content after the test. You may have cumulative tests afterwards and anyway some of these things could really help you. Other students may suspect you cheating and inform your teacher. Consequences for cheating in the Junior/Leaving Certificate in Ireland include being banned from state exams for five years. In many professions, you will need the knowledge you gain by studying instead o f cheating. Remember, there is no cheating in the operating room when you're the surgeon operating on the patient. Be aware of potential consequences, such as removal of nomination for National Honors Society, etc. In Singapore, caning is a consequence. Concerns were raised after the discovery of a Canadian website specifically targ eting teenagers worldwide with the high-tech gadgets. The Toronto-based company Examear uses the advertising slogan helping students su cceed. Worldwide! to offer a range of earpieces. The Telegraph 17 Aug 2007 Teenagers may be using James Bond-style hidden earpieces to cheat in school exam s, the Government s exam watchdog has warned. The company website says: Our spy wireless earphones are great for students. No m ore breaking your head over a difficult tests or exam. Exam cheat probe into hidden earpieces By Ben Farmer 5:42PM BST 17 Aug 2007 Teenagers may be using James Bond-style hidden earpieces to cheat in school exam s, the Government s exam watchdog has warned. The Qualifications and Curriculum Authority is investigating concerns students c ould be using the devices to communicate with accomplices who supply them with a nswers. The wireless earpiece is so small it cannot be easily seen. Students using the d evice in an exam hall could be silently called on their mobile phone by an accom plice outside while they could talk back to them via a tiny microphone sensitive enough to pick up whispers. Alternatively they could use the devices to listen surreptitiously listen to exa m notes prerecorded on to an mp3 music player. Concerns were raised after the discovery of a Canadian website specifically targ eting teenagers worldwide with the high-tech gadgets. The Toronto-based company Examear uses the advertising slogan helping students su

cceed. Worldwide!

to offer a range of earpieces.

The company website says: Our spy wireless earphones are great for students. No m ore breaking your head over a difficult tests or exam. No more memorising long and boring speeches. No more thinking about getting caugh t by using old notes-paper techniques. Earpieces have been shipped to countries around the world, including the UK, acc ording to the site. The QCA last night said an unnamed teacher had alerted to them to the dangers af ter becoming aware of the website. While the authority had no known examples of their use in this country, it had a lerted examiners to look out for them and is taking legal advice on what action it can take. Isabel Nisbet, director of regulation and standards at the QCA, said: The way in which this device has been advertised is absolutely disgraceful. As a regulator we take malpractice very seriously and will be taking any action w e can. The watchdog said students must understand that they face disqualification for u sing this kind of device in an exam. The cheapest earpiece on sale, known as the silver model, costs 86 and is describ ed as especially designed for high school and well suited for the needs of students who are doing a test, exam or any class assignment . It says: The model has 240 minutes battery life; this should be enough to complet e any complicated and tedious test/exam. The wireless earphone is extremely small, and is not visible in the ear, what mak es it a perfect helper to complete the desired test/presentation/etc. With this model, your only concern would be changing the battery after each long use. More elaborate and high-performance models range up to 140. Examear also recommen ds the earpieces for those giving presentations, for gamblers, TV presenters, wa iters and bar staff. The company was unavailable for comment tonight. The QCA has previously warned that cheating through mobile phones and internet p lagiarism are difficult but growing problems. Last year it commissioned a report by a leading expert on exam fraud which concl uded schools should consider using signal blocking devices to prevent pupils usi ng mobile phones and pagers to cheat in exams. Professor Jean Underwood, of Nottingham Trent University, suggested that in larg e exam halls, where staff had to supervise numerous students, the only way to ef fectively stop modern cheating is to install technology that prevents the inform ation being shared. She also said more traditional forms of cheating, such as getting another pupil to take the exam, can best be prevented with the introduction of photographic id

entity checks.