Gehringer, E. F., & Peddycord, B. W. (2013, June), Teaching Strategies When Students Have Access to Solution Manuals  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22536

\bibitem{asee_peer_22536}
  Gehringer, E. F., \& Peddycord, B. W. (2013, June), \emph{Teaching Strategies When Students Have Access to Solution Manuals}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22536

Edward F. Gehringer and Barry Wayne Peddycord III.  "Teaching Strategies When Students Have Access to Solution Manuals".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22536 Internet.  06 Jul, 2024

\bibitem{asee_peer_22536}
  Edward F. Gehringer and Barry Wayne Peddycord III.
  "Teaching Strategies When Students Have Access to Solution Manuals".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22536 Internet.  06 Jul, 2024

@INPROCEEDINGS{asee_peer_22536
author = "Edward F. Gehringer and Barry Wayne Peddycord III"
title = "Teaching Strategies When Students Have Access to Solution Manuals"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22536}
number = {10.18260/1-2--22536}
}

TY  - CPAPER
AB  -        Reuse of Homework and Exam Questions in the Internet AgeEight years ago, this author undertook a study of instructors who reused homework andexam questions from one year to the next. The results showed that those who reusedquestions more frequently than once every two years observed more cheating by studentswho had copies of the previous questions and answers. But since then, the Web haschanged everything. Now, Cramster serves up answers to problems from textbooks, andsites like Course Hero encourage students to upload exams for any course. This hasendangered all reuse of questions. Textbook publishers are being asked to come up withnew questions every semester.While it’s obviously more work to come up with new questions, that is not the onlydownside. All too often, problems are not quite right the first time they are assigned.They may be ambiguous, too easy, too hard, or the answer may be degenerate. Manyinstructors find that they they can achieve excellence in questions only by refining themover several semesters. But alas, by then it’s too late, because the students already havethe answers.This talk will present several strategies that that instructors can use to circumvent theproblem. To reuse the same problems, an instructor can—   •   use an automated testing system that can randomize parameters, so each student is       presented with a different problem;   •   reword questions so that a text search will not find them;   •   change names of people or organizations named in word problems; or   •   never distribute answers in the same document with questions, and refrain from       putting the semester or year on question or answer sheets; this makes it much       harder to match questions with answers.It is also possible to have students make up questions and then peer-review the questionsto choose the best ones to be used on homework and exams the next semester. Thisstrategy has enabled the author to use student-authored questions for 30% of thehomework and exam questions in some classes.The presentation will include these approaches, as well as others gathered from a still-to-be-conducted survey of faculty on various teaching-oriented listservs.
AU  - Edward F. Gehringer
AU  - Barry Wayne Peddycord III
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Teaching Strategies When Students Have Access to Solution Manuals
UR  - https://peer.asee.org/22536
DO  - 10.18260/1-2--22536
ER  -