Web Accessibility Guidelines & Compliance Standards In Online Learning

Article on what web accessibility is and compliance standards

Just as your campus buildings have braille signs, wheelchair ramps, and elevators to make them accessible to everyone, think of web accessibility in the same way: all users, regardless of disabilities or conditions, should be able to access and interact with your online course content and technologies.

Did you know: 

More than 1 in 4 people in the US have a disability. Disabilities can include cognitive, neurological, psychological speech, auditory, mobility, and visual, among others.

Color blindness (color vision deficiency) affects about 4.5% of the world’s population. This means a school with 5,000 students has about 225, on average, with color vision deficiency.

Color Blindness Simulator​

The comparison images below show how different types of color blindness, also called color vision deficiency, can impact a student’s ability to interpret your online course content.

three brightly colored parrots sitting on branches in normal color vision
three brightly colored parrots sitting on branches in normal color vision
three brightly colored parrots sitting on branches in normal color vision red color blindess example with three parrots sitting on a branch
three brightly colored parrots sitting on branches in normal color vision black and white color blindness simulation showing three parrots on a branch

Scroll to see more examples

Imagine having a color vision deficiency and being asked to focus on one color of text while ignoring another during an online exam. For some, telling these colors apart is nearly impossible, making it hard to follow the instructions. This is just one example of the many web accessibility issues students with disabilities face in e-learning.

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Guidelines
Standards
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What is web accessibility?

Web accessibility means designing digital resources and content that everyone can access, use, and interact with, regardless of disabilities and socioeconomic factors, like internet bandwidth and speed, that can restrict access.

It involves understanding how students with disabilities interact with learning content, recognizing the challenges they face, and designing learning materials, activities, and resources to address those challenges.

Why is accessibility important in online learning​?

Accessibility in online learning is important because it gives every student a fair chance to learn, participate, navigate, and interact with course content and activities. Without it, many students could face challenges that prevent learning or even accessing courses altogether.

POUR principles

There are four principles of accessibility that are known as POUR principles. POUR is an acronym that stands for perceivable, operable, understandable, and robust.

Perceivable

Students can sense and access online elements through vision, hearing, or assistive technologies.

Operable

Students can navigate and interact with content using controls, buttons, or navigation tools.

Understandable

Students can easily comprehend and use the content and interface.

Robust

Content works across devices, browsers, and assistive technologies.

Web accessibility guidelines and standards

There are several guidelines specific to web accessibility, as well as broader compliance standards that we’ll cover in this article:

  • Guidelines: WCAG, Mobile, UAAG, ATAG, EPUB
  • Standards: ADA, Section 508, EN 301549

Are guidelines and standards the same thing? No, web accessibility guidelines and standards are different. Guidelines are best practices and recommendations, while standards are legally required. BUT some standards require compliance with guidelines.

Web accessibility guidelines

Web Content Accessibility Guidelines (WCAG)

WCAG provides technical standards and best practices to create more accessible digital content that supports every user, regardless of disabilities, content type, or device. Instructional designers and instructors can use WCAG to create accessible course content for people with disabilities, such as physical and mobility conditions, blindness, deafness, speech difficulties, and learning disabilities.

Examples of WCAG recommendations:

  • Consistent course format: Use a consistent layout across course materials to make navigation easy (e.g., keeping headers, footers, and navigation in the same place).
  • Easy to read text: Use accessible font sizes, high color contrast, and appropriate spacing to improve readability.
  • Text alternatives for non-text content: Add text descriptions to all multimedia used in your course. For example, alt-text for images, captions and subtitles for videos, transcripts for audio, etc.
  • Keyboard Accessibility: Make all course elements usable and navigable by keyboard (e.g., navigation, reading materials, quizzes, etc.).
  • Avoid flashing elements: Don’t use any elements in your course that flash more than three times per second.

Mobile Accessibility Guidelines

W3C, the same standards organization that created the other guidelines in this article, provides broad guidelines for designing content that is accessible and works well on mobile devices.

Mobile accessibility tips for online courses:

  • Optimize for small screens: Minimize the information on each page (e.g., fewer images and modules) and use responsive design to adjust the layout.
  • Support zoom/magnification: Allow students to zoom in on content.
  • Use high color contrast: High contrast is important for readability on mobile devices, especially in bright or changing light conditions like outdoor sun glare.
  • Simplify touchscreen gestures: Use simple gestures, like single or double tapping or swiping, and provide an on-screen indicator or advisement of the gestures.
  • Easy to access buttons: Place buttons and interactive elements in locations where they easy to reach and usable with one hand.
  • Key information at the top: Place important information at the top of the page to assist users with low vision and cognitive impairments with locating content without extra interaction.

User Agent Accessibility Guidelines (UAAG)

UAAG makes internet browsers and media players (YouTube, Vimeo, Spotify, etc.) easy to use and compatible with assistive technologies. These guidelines helps create a more accessible, consistent experience regardless of the browser or media players used in your courses. UAAG is important for online courses because it allows all users—students, faculty, and staff—to access and interact with learning materials regardless of their accessibility needs, devices, and platforms.

Authoring Tool Accessibility Guidelines (ATAG)

ATAG makes website builders and content editors more accessible for designers and developers with disabilities. This is important for online courses because it allows instructional designers, e-learning staff, and instructors to create e-learning materials that all students can access and use.

ATAG  is relevant for authoring tools used to:

  • Create web pages (WYSIWYG HTML editors)
  • Generating websites (learning management systems (LMS), courseware tools, content management systems)
  • Convert documents to web technologies (word processors and HTML converters)
  • Save content in web formats (word processors and desktop publishing apps)
  • Quickly update portions of web pages (blogs, forums, etc.)
  • Produce digital multimedia content (video editors)
  • Send emails with messages using web content technologies (Mailchimp, Hubspot, etc.)
  • Create mobile applications (Adobe XD, Figma, etc.)

Ebook Accessibility (EPUB)

EPUB accessibility guidelines help make ebooks and other digital publications accessible to people with disabilities by supporting screen readers, making the content easy to navigate, and including alt text for images. In online learning, these guidelines allow all students, including those with visual or cognitive impairments, to access and engage with ebooks and other digital publications.

What makes an ebook accessible?

Accessible ebooks make reading easier for everyone, like screen reader compatibility for students with vision impairments, read-aloud text for learners with dyslexia, and switch control support for those with motor disabilities. Some also offer extra features like sign language videos for deaf users or simplified text for learners with intellectual disabilities.

Accessibility Compliance Standards

Americans with Disabilities Act (ADA)

What is ADA compliance?

The Americans with Disabilities Act (ADA) is a federal law created by The Department of Justice that protects people with disabilities by prohibiting discrimination. ADA grants equal access to public spaces, jobs, transportation, telecommunications, and online services, like education. It requires schools, businesses, and other organizations to make reasonable accommodations so everyone can participate fully.

ADA includes web accessibility guidelines like making text and links easy to read, adding alt text to describe images, and providing captions or transcripts for audio and video content to ensure clarity and consistency.

For colleges and universities, ADA compliance—including accessible web content—provides equal access to programs, resources, and facilities for all students, faculty, and staff, which builds a more inclusive environment that meets compliance standards.

Who should follow ADA compliance standards?

ADA impacts many industries and organizations, such as private employers, public organizations (such as schools and universities), and various levels of government agencies. ADA advocates that organizations should self-regulate their web accessibility standards and are encouraged to use WCAG guidelines as well.

Section 508

What is Section 508?

Section 508 is a law that requires federal agencies to make their electronic and information technology—websites, software, and multimedia—accessible to people with disabilities. Complying with Section 508 also requires agencies to make online training accessible.

How does Section 508 apply to higher education?

While Section 508 primarily applies to federal agencies, its standards influence higher education institutions, especially those receiving federal funding, which includes requirements to meet accessibility standards like Section 508. This alignment with other accessibility standards helps provide all students equal access to e-learning resources and educational opportunities.

EN 301 549

EN 301 549 is a European standard that sets accessibility requirements for digital products and services that make them usable by people with disabilities. It builds on WCAG but also covers requirements that make biometric technologies such as facial recognition and fingerprint scanning accessible for people with disabilities. While EN 301 549 is primarily used by European Union (EU) countries, other countries, including Canada, Australia, Sweden, and Norway, use it as a framework for their accessibility efforts.

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Accessibility Checkers and Compliance Testing

Web accessibility checkers to help you create online courses that are accessible for everyone.

WCAG compliance checker

Accessibility color checker

Website accessibility checker

Video captioning tools

Microsoft Office

Functional web accessibility evaluator

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Assistive Technology in Remote Learning and How it Works

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Creating Accessible Online Classes (with examples)

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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

How to Talk to Students Suspected of Cheating

Cheating happens.

It happens at all levels of education. From the anxiety-inducing timed multiplication test in 3rd grade to high-stakes final exams in college.

It happens more often during online exams. A survey1 found that students are about 50% more likely to cheat in online courses than in live classes.

It happens for many reasons. Sometimes students cheat because of competitiveness and pressure. Other times, they don’t feel prepared, or it may just be because they can.

It happens in different ways. Whether it’s sneaking a quick Google search on their cell phones, whispering questions to Siri and Alexa, or having entire essays written by AI chatbots, technology makes cheating quick and easy.

At all levels of education.

From anxiety-inducing timed multiplication tests in 3rd grade to high-stakes final exams in college.

More often during online exams.

A survey1 found that students are about 50% more likely to cheat in online courses than in live classes.

For many reasons.

Sometimes students cheat because of competitiveness and pressure. Other times, they don’t feel prepared, or it may just be because they can.

In different ways.

Whether it’s sneaking a quick Google search on their cell phones, whispering questions to Siri and Alexa, or having entire essays written by AI chatbots, technology makes cheating quick and easy.

Click below to skip ahead

How to prepare for the convo
Practical conversation strategies
Extra resources

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Talking to students about cheating is difficult but necessary

No instructor looks forward to talking to a student about cheating (we really hope not). And while these are the last conversations you want to have with your students (and they feel the same), they’re necessary—no matter who, what, when, where, why, or how cheating happens.

But to make these conversations effective, you need to approach them thoughtfully. Talking to a student about cheating requires careful planning, consistency, emotional intelligence, solid evidence from the online proctoring software, and a deep understanding of disabilities and accommodations, which are often overlooked.

The ripple effect of addressing academic dishonesty

Responding to cheating the right way helps build a culture of academic integrity among your students.

“Instructors at our partner institutions have told us that addressing suspected cheating has an impact beyond each individual case,” said Jordan Adair, VP of Product at Honorlock. “Providing consistent feedback to students on their proctored exam results helps reduce future incidents and sends a clear message to students and their peers that academic integrity is valued at their institution.”

So, what's next?

  • How do you start the conversation?
  • What should you say, and what should you avoid saying?
  • What evidence do you need to prove they cheated during the proctored exam?
  • What if their story is believable, but you still have concerns about academic dishonesty?
  • Have you considered how disabilities may play a role?
  • Are your test rules as objective as they should be?
  • How do you start the conversation?
  • What should you say, and what should you avoid saying?
  • What evidence do you need to prove they cheated during the proctored exam?
  • What if their story is believable, but you still have concerns about academic dishonesty?
  • Have you considered how disabilities may play a role?
  • Are your test rules as objective as they should be?

This article provides strategies for preparing for a conversation with a student about cheating, practical approaches for discussing it effectively, and templates for what to say in different situations.

Preparing to talk to a student about cheating

Review the institution’s academic integrity policy

Even if you’re familiar with your institution’s academic integrity policy, it’s important to review it again, as the policies and procedures related to acts of academic misconduct may have changed since you last checked.

Determine the purpose of the conversation

What do you want out of this conversation? Be more specific than just “to discuss cheating.” Establishing a clear goal helps guide the conversation and your preparation for it.

Do you want to…

  • Inform the student that the exam proctoring software flagged certain behaviors and discuss how to avoid them next time?
  • Determine if the student needs additional support and resources?
  • Hear their side of the story before deciding how to proceed?
  • Discuss the next steps in the academic misconduct investigation process and potential consequences?

Notify the student via email

Send the student an email notifying them that you need to meet with them because of concerns about potential academic misconduct.

Instructor note: If multiple students are involved in the same instance of misconduct, email each student individually and do not mention the other students’ names. This protects student privacy and addresses each situation individually.

Templated email to request a meeting with the student

Subject line: Meeting Request: Important Discussion Regarding [Course Name]

Dear [Student First & Last Name],

I am writing to inform you of my concerns regarding your recent submission for the [exam/assignment name] in [course name] this semester (Semester 20__). 

During the [exam/assignment], the proctoring software flagged behavior that appeared inconsistent with the provided rules and academic integrity policies at [Institution Name].

To ensure a fair process, I would like to meet with you to discuss the software’s findings, hear your perspective, and clarify any questions before taking further steps.

I am available [virtually or in my office] on [list dates and times]. Please reply with a date and time by [date and time].

I’ve included [links/attachments] to [Institution Name]’s Academic Integrity Policy and the course syllabus:

  • [Institution Name] Academic Integrity Policy [link and/or attach document]
  • [Course Name & Number] Syllabus: [link and/or attach document]

Thank you for your cooperation.

Sincerely,

EMAIL TIPS

Example from email: “… the proctoring software flagged behavior that appeared inconsistent…”

Example from email: I would like to meet with you to discuss the software’s findings, hear your perspective, and clarify any questions before taking further steps.

Example from the email: I am available [virtually or in my office] on [list dates and times]. Please reply with a date and time by [date and time].

Example from the email: I’ve included [links/attachments] to [Institution Name]’s Academic Integrity Policy and the course syllabus:

  • [Institution Name] Academic Integrity Policy [link and/or attach document]
  • [Course Name & Number] Syllabus: [link and/or attach document]

Templated email for other conversation purposes

Use this to inform the class of commonly flagged behavior:

The proctoring software flagged several behaviors among quite a few students during the last exam. I wanted to share these issues with you all and offer some tips on how to avoid them in the future. Please take a look before your next exam. [Add a bulleted list after this of the behaviors with specific tips to avoid them]

Use this text at the beginning of the email if the purpose of the conversation is to determine if the student needs additional support and resources:

“To provide a fair process and identify any support you might need, I’d like to discuss the software’s findings and hear your perspective.  I can also help address your questions about future exams and academic integrity policies.“
Use this text at the beginning of the email if the purpose of the conversation is to discuss the next steps in the academic misconduct investigation process:
I want to meet with you to discuss the findings, the next steps in the academic misconduct investigation process, and potential consequences, as well as to clarify any questions you may have.

Review your test rules and instructions

Writing clear test rules and instructions that leave no room for subjectivity is tough. While they seem straightforward, any ambiguity can complicate discussions with students.

Two example test rules that aren’t as objective as they seem:

1. Do not use any AI chatbots to write any portions of your essay.

This rule work because it includes “any” chatbots writing “any” portions of their essay, but students might think:

  • I can’t use AI chatbots to write my essay, but I can use them to edit it.
  • I can use Grammarly to rewrite and improve my essay because it’s an AI writing assistant, not an AI chatbot.
Improved version of example #1

Do not use any artificial intelligence (AI), including chatbots, voice assistants, writing assistants, or editing software, to write, edit, or improve any part of your essay. All essay content must be your original work, created entirely by you, without assistance from any external electronic technologies.

2. Do not use a cell phone, tablet, or other computers during the proctored exam.

Seems pretty clear, right? Well, students might think:

  • I can’t use my phone, tablet, or another computer, but it doesn’t say I can’t use my smartwatch.
Improved version of example #2
During the proctored exam, only authorized resources and exam materials are permitted on your desk or workspace in the testing area. Unauthorized electronic devices, including cell phones, tablets, smartwatches, calculators, or other electronic equipment, are not allowed.

With those examples in mind, play devil’s advocate as you review. This helps prepare for the conversation and refine your test rules. If updates are needed, inform students via email and LMS tools like messages, forum posts, and announcements.

Instructor Tip

You can use an unscored question at the beginning of the next test to confirm their acknowledgment of any updates to test rules and instructions.

Consider disabilities when reviewing evidence from the proctoring software

If the evidence (exam reports and video recordings from the remote proctoring software) shows suspicious behavior, it’s natural to assume it’s cheating. However, this “suspicious” behavior could be related to disabilities and accessibility needs.

For example, a student might be repetitively looking off-screen during the exam.

At face value, this behavior seems suspicious—like they might be looking at notes or receiving help from someone off-camera.

But what if the student has a condition, such as Tourette Syndrome (TS) or Attention Deficit Hyperactivity Disorder (ADHD), that causes involuntary head movements?

Another thing to consider is that many college students don’t disclose disabilities to their instructors2, often due to unawareness3 and stigma4:

  • Unawareness: many students don’t know they need accommodations, aren’t aware accommodations are available, and/or don’t know how to find help at their institution.
  • Stigma: fear of judgment and being treated differently by peers and instructors prevents students from disclosing disabilities; some are even ashamed to seek accommodations.

If the evidence (exam reports and video recordings) from the proctoring software shows suspicious behavior, it’s natural to assume it’s cheating. However, this “suspicious” behavior could be related to disabilities and accessibility needs.

“Understanding ADA guidelines and different accommodations that students need is invaluable in education and academic integrity,” said Dr. Lee Conerly, Director of Academic Instruction at Coastal Alabama Community College, “Students’ behaviors during exams may look like cheating, even when they absolutely are not cheating.”

Dr. Conerly gave an example of how the behaviors of students with Attention Deficit Hyperactivity Disorder (ADHD), like repetitive head twitching and fidgeting, can be mistaken for cheating, “I watched the exam recording, and the student was repeatedly looking off to the right, which makes it easy to assume they were looking at something or someone for answers. But I recognized signs of ADHD in their behavior. So, instead of jumping to conclusions, our conversations with the student focused on the human elements to learn more about them and their accommodation needs.”

However, the student didn’t disclose this information to the instructor before this conversation, which is common among college students2, mainly due to unawareness3 or stigma4.

  • Unawareness: many students don’t know they need accommodations, aren’t aware accommodations are available, and/or don’t know how to find help at their institution.
  • Stigma: fear of judgment and being treated differently by peers and instructors prevents students from disclosing disabilities; some are even ashamed to seek accommodations.

Tips for instructors to increase awareness and reduce stigma related to accommodations:

Tips for instructors to increase awareness and reduce stigma related to accommodations:

1. Talk about accommodations often

Engage in open conversations with students to increase awareness and understanding of disabilities and accommodations. Discuss accommodations before each assessment and encourage the use of campus support services. Share anonymous examples (to protect students’ privacy) of students who have successfully used accommodations in your courses.

Be very clear: accommodations are support, not special treatment.

2. Make it easy to find support

Provide links to campus support services in various areas of your online course, such as Announcements, Discussions, Chat, and syllabus.

3. Use anonymous surveys

Ask students to complete an anonymous survey in your LMS or through a tool like SurveyMonkey. This helps identify common challenges without revealing specific student needs.

For example, if several students report mobility disabilities that impair typing, you could allow talk-to-text dictation options for tests and other assignments.

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How to talk to a student about cheating

There’s no way around it: talking to a student about suspected cheating is inherently awkward, challenging, and even emotionally draining for both of you.

While we provide practical strategies and scripts for various situations, it’s important to recognize that each case is unique and rarely straightforward. However, being direct and sticking to the facts—firm and factual—keeps emotions in check and the discussion focused.

Focus on the objective information

Remember that the conversation is to address the situation, not to confront the student or debate about what’s morally acceptable or what cheating is or isn’t.

Prevent opinions and biases from getting in the way by focusing on objective information:

  • The evidence you’ve gathered from the online proctoring software
  • Your course policy and the exam/assignment rules
  •  The institution’s academic dishonesty policy

Explain the flow of the conversation

Thank the student for meeting with you, then tell them that you’ll discuss your concerns, present evidence from the online proctoring solution, and review academic integrity policies for your course and/or institution.

You also need to tell them they’ll have an opportunity to share their side of the story and ask questions. After that, the conversation can be similar to the email you sent them.

In the example conversation throughout the next few sections, we’ll imagine the student was flagged for using a cell phone out of view of the camera.

Discuss your concerns

Tell the student exactly what your concerns are. Be specific and concise.

Example: “During the [exam name], the test proctoring software flagged you for [specific behavior, such as using a cell phone off-screen], which is against academic integrity policies.”

Present the evidence

Before presenting any evidence from the exam proctoring solution, confirm that the student knows which solution you’re referring to (they may use multiple during their education) and understands how it works. If they don’t, offer to provide an overview and answer any specific questions they have.

Instructor note: be prepared to discuss how the proctoring solution works, especially related to the specific behavior you’re addressing with the student.

Then, you can transition to presenting the evidence:

“I watched a recording of the behavior, which the remote proctoring software flagged and was reviewed by one of their trained proctors. We can watch the recording together right now if you’d like.”

Instructor note: some students will want to watch the recording, and some will not. Be prepared to respect their decision either way.

If they want to watch the recording:

“I have the video ready. Feel free to explain your actions as we watch. Let me know if there are times you’d like to pause or parts you’d like to rewatch.”

Instructor tips:

  • Have the video cued and ready
  • Write down the timestamps of important parts to watch
    • e.g., The student’s cell phone is visible at :20, :33, :45
  • Ask open-ended questions instead of leading questions
    • For example, instead of asking a leading question like, “Were you looking at your cell phone here?” ask, “Can you describe what you were doing here?”

If they don’t want to watch the recording:

  • Acknowledge their decision
    “I understand you’d rather not watch the video of the proctored exam, and that’s perfectly okay. We can discuss the flagged behavior based on what I observed.”
  • Be highly descriptive (and accurate) when describing the flagged behavior

Always be direct and concise, but give as much detail as possible when describing the flagged behavior, like in the examples below.“During the exam, the proctoring platform flagged several instances where you…”

    • covered your mouth and asked Siri for answers, which can be heard in the video. I’ll read them from the transcript provided by the Voice Detection software within the proctoring platform, [read transcript].

Ask for their explanation

Whether they choose to watch the recording or not, ask open-ended questions to get their side of the story, such as:

  • “Can you help me understand what was happening during when [specific behavior]?”
  • “Can you describe what you were doing when [specific behavior]?

Responding to different explanations

Some students may accept responsibility. Some may flat-out deny cheating, even when there’s clear video evidence from the proctoring platform. But some explanations may be plausible, so it’s important to keep an open mind during these discussions.

Responding when the explanation resolves the situation

“Thank you for explaining what happened. Based on your explanation, it seems this situation can be resolved. I appreciate your honesty and cooperation. Let’s continue to follow the guidelines to avoid any future misunderstandings.”

Responding when you’d like to seek guidance from another expert

“Thank you for your explanation. Hearing your perspective helps me understand the situation better. To ensure fairness and handle the situation appropriately, I’m going to consult with [specific expert, department, etc.] to better understand [specific topic]. I’ll follow up with you once I have more information.”

Responding when students accept responsibility for cheating

The conversation can be difficult even when the student admits to cheating and accepts responsibility. Your response may depend on the institution’s academic integrity policy, which could require you to report it, or it may be left up to you. 

“I appreciate your honesty in admitting to cheating. However, academic integrity is fundamental, and I’m required to follow the academic integrity policy, which means reporting this incident. The appropriate office will determine the consequences. I understand this isn’t ideal, but it’s necessary to maintain fairness for all students.”

Responding when students deny cheating

The best response when students deny cheating (even with clear evidence in the video recording) is to use neutral language, stick to the facts, and ask clarifying questions.

“I understand that you have a different perspective, but the video shows repeated instances where you [state the observed behaviors]. We can address each instance individually. Can you explain why you were [first observable action].”

If there’s little progress, explain the next steps: 

“Given the evidence and your explanation, I need to follow the university’s academic integrity policy. This involves reporting the incident to the academic integrity office for further review. They’ll evaluate the evidence, and you’ll have an opportunity to share your perspective and ask questions.”

Address the integrity policy, next steps, and consequences

Unless their explanation resolves the situation, you should review your institution’s policies for addressing acts of academic dishonesty, the next steps in the investigation and/or process, and the potential consequences for violations.

Instructor note: continue using neutral language, regardless of what you learned in the conversation.

For example, instead of saying, “Since you cheated on the exam, you’ll be [insert consequence],” say, “Violations of this policy can lead to these consequences…”

Dealing with cheating is difficult but worth it

Talking to students about suspected cheating isn’t easy, but it’s key to maintaining academic integrity and protecting your reputation.

Take the time to prepare: review your course policies, the institution’s academic integrity policies, the evidence from the online proctoring platform, the objectivity of your own test rules, and consider disabilities.

Consider the student’s perspective: these conversations can be stressful for students, so remember to give them the opportunity to share their side of the story while actively listening.

Every word matters: from the first email you send to request a meeting to the conversation itself, stay objective, focus on the evidence, and have a real dialogue with your student to keep the process fair and constructive.

Proctor online exams effectively: use the right proctoring solution to deter and prevent cheating while keeping the test experience fair, customizing exam settings to accommodate students’ needs, and making it as stress-free as possible.

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Resources to prevent cheating and improve exams

Preventing cheating on online exams

How to Prevent Cheating on Online Tests

proctor essays and written work

Proctored Essays & Written Assignments

Does Honorlock detect cell phones?

Honorlock’s Online Proctoring Software Detects Cell Phones

How to prevent contract cheating on your exams

How ChatGPT beats plagiarism checkers

Hint: Plagiarism detection can’t really detect AI

Using online proctoring services to stop students from cheating with ChatGPT

How Honorlock proctoring can stop ChatGPT

downloadable ebook about three ways proctoring saves faculty time

Improving online exams & courses

List of nine ways to improve online course design

9 Best Ways to Improve Online Course Design

Punishing students for cheating vs encouraging academic integrity

How to Create a Culture of Academic Integrity

Tips for writing better test rules for online exams

How to Make Test Rules for Online Exams (With Examples)

Article to help instructors write better exam questions

How to Write Better Test Questions (Tips With Examples)

Prewritten AI Policy Statement

How to create online authentic assessments

Tips to Create Online Authentic Assessments (with examples & rubric template)

Preparing students for online proctored exams

How students can prepare for a proctored exam

Preparing for a Proctored Exam & What to Expect

4 Strategies to Help Faculty Reduce Student Test Anxiety

Learn about room scans for online exams

Best practices for online test room scans

Accessibility

Article on what web accessibility is and compliance standards

Web Accessibility Guidelines & Compliance Standards In Online Learning

How to make online courses accessible and equitable with AI tools

Meeting Students Where They Are: Building Accessible & Equitable Online Courses With AI

Creating Accessible Online Classes (with examples)

1 Newton, P.M., Essex, K. How Common is Cheating in Online Exams and did it Increase During the COVID-19 Pandemic? A Systematic Review. J Acad Ethics 22, 323–343 (2024). https://doi.org/10.1007/s10805-023-09485-5

2 Adam, T., & Warner-Griffin, C. (n.d.). Use of Supports among Students with Disabilities and Special Needs in College. Data Point. NCES 2022-071. https://eric.ed.gov/?id=ED618477

3 Driving Toward a Degree 2023: Awareness, Belonging, and Coordination – Tyton Partners. (2023, November 16). Tyton Partners. https://tytonpartners.com/driving-toward-a-degree-2023-awareness-belonging-and-coordination/

4 Herrick, S. J., Lu, W., & Bullock, D. (2020). Postsecondary Students With Disabilities: Predictors of Adaptation to College. Journal of College Student Retention, 24(2), 603–624. https://doi.org/10.1177/1521025120941011

Picture of Tyler Stike

Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

How to Prevent Cheating on Online Tests

13 Ways to Prevent Cheating On Online Tests

13 Ways to Stop Cheating on Online Tests

  1. Detecting cell phones and other devices
  2. Blocking AI like ChatGPT
  3. Catching remote access software in contract cheating
  4. Finding leaked test questions on the Internet automatically
  5. Locking the test browser down
  6. Listening for voice commands to activate voice assistants
  7. Implementing hybrid virtual proctoring (AI + humans)
  8. Verifying ID and monitoring behavior with a webcam
  9. Creating explicit test rules & instructions
  10. Reducing test anxiety
  11. Prioritizing flexbility and accessibility
  12. Addressing students suspected of cheating
  13. Spotting trends in academic dishonesty through exam recordings and reports

How do these prevent exam cheating?

1. Detect cell phones and other devices

Most people have cell phones or other devices, like smartwatches and laptops, which could be used to look up answers during online exams.

In fact, 71% of online proctored exam violations involve cell phones or other secondary devices.

Most exam proctoring services rely on a proctor to see a phone in real time, which is unreliable when a proctor is watching a nearly dozen test takers at once. 

But some solution’s cell phone detection technology identifies when test takers attempt to use their phones and other devices to look up answers and when Apple devices are present in the testing area.

2. Block AI chatbots & browser extensions

ChatGPT, Claude, and Google Gemini—all generative AI chatbots—are as controversial in online education as they are popular.

You tell it what to write about and it generates that content in a few seconds. They write pretty well overall, but they can be overly proper and generic sometimes. But with the right instructions, they can write like we (humans) do, and they’re really difficult for AI writing detection software to catch.

How to detect AI writing

Can plagiarism checkers help?

Nope. AI chatbots don’t plagiarize content. They create “fresh” text based on what billions and billions of resources they’ve been trained on.

Do AI writing detection tools work?

Not really. They’re helpful as a high-level gut check, but studies show that AI writing detection tools struggle when the AI-generated text is manually edited with a few small word swaps and paraphrasing. And, as we mentioned earlier, using specific prompts generates human-like content.

Can remote proctoring help?

Yes. Remote proctoring systems can prevent the use of unauthorized AI tools during online exams and even during essays and other written assignments by:

  • Blocking access to other browsers and applications so AI tools can’t be used
  • Listening for commands that activate voice assistants, which could be used to navigate AI
  • Preventing test takers from pasting pre-copied text into exams and assignments

3. Catch remote access software (contract cheating)

Has a technician ever remotely accessed and fixed your computer? That’s remote access software in action.

The downside is that it’s also used for cheating on online exams. The person getting credit pays a service for an expert to secretly take the test for them while they appear on video as if they’re completing the test.

How to block remote access software during online exams:

  • Show locations by IP address: use proctoring software to show exam locations by IP address. If exams are taken in countries without known test takers, it could mean that proxy test-taking services were used and further investigation is needed.
  • Record screens and require keyboard commands: before the tests or written assignments begin, ask learners to use specific keyboard commands that display all active applications on their device.
  • Blocking applications: various settings within proctoring software can be used to block remote access applications, such as the browser lock.

4. Use software to find leaked test questions on the internet

Have you Googled your test questions? You should, because they’re often leaked on forums like Reddit, as well as sites that pretend to help with test prep and homework, but they’re really just repositories of test content alongside other avenues of cheating, like their “Expert Q&A” which is just hundreds of their “experts” answering questions 24/7 via chat.

The problem is that searching for your test content takes time… a lot of time.

The good news is that Search & Destroy automatically searches the web for your leaked test content in a few minutes and, if it finds any, gives you a one-click option to send a takedown request. 

5. Use a browser lock as an initial defense

While browser lockdown software shouldn’t be the only way to secure your exams, it’s a foundational tool to prevent cheating. It secures the test browser by restricting access to other sites and applications and disabling keyboard shortcuts.

6. Detect voices and sounds in the room

Use voice detection software that listens for specific keywords or phrases that activate voice assistants, such as “Hey Siri” or “OK Google,” to identify test takers who may be attempting to gain an unfair advantage. It then alerts a live remote proctor in real-time to review the situation and intervene if necessary.

This approach to makes proctored online exams less intimidating and non-invasive because a proctor will only intervene if the AI detects potential misconduct.

7. Use hybrid virtual proctoring to secure online exams

Hybrid proctoring solutions, which combine AI with human proctors and browser lockdown software, is highly effective to prevent cheating. But even with the same type of proctoring, the experience can vary widely depending on the company’s approach, for example:

  • Company 1: a remote proctor, visible in a box on students’ screens, watches around a dozen test takers at once while AI monitors their behavior.
  • Company 2: AI monitors behavior and pauses the exam for potential misconduct (even for innocent actions like sneezing), forcing a live proctor to step in unnecessarily.
  • Company 3:  behavior is monitored by AI, but instead of pausing the exam for potential misconduct, the AI alerts the proctor, who reviews the situation and only intervenes if necessary.

Based on these examples, it’s important to dig into how different companies approach proctoring, as it can seriously impact the entire test-taking experience and exam integrity.

8. Use video to monitor behavior and verify ID

Use video monitoring to verify identity, scan the room for unauthorized resources (cell phones, books, etc.), and monitor students’ behavior during the proctored exams.

9. Provide explicit rules and clear instructions for your online exams

Writing test rules and instructions can be tricky because they need to be clear and concise, yet comprehensive and objective. Even when rules are direct and clear, there could be room to make them more comprehensive and adaptable, like in this example:

  • Original test rule: Do not talk during the test.
  • Improved test rule example: Do not communicate with anyone during the test, whether verbal, non-verbal, or electronic.
The improved rule addresses potential loopholes by covering various communication methods, like gesturing or passing notes.
 
See more examples and templates to help write better test rules, instructions, and guidelines.

10. Take steps to help reduce test anxiety

It’s important to understand what causes test anxiety before taking steps to help reduce it. A student survey indicated that many feel anxious before an exam because they don’t know what to expect and they have technology concerns.

Two tips to help test anxiety:

  1. Provide frequent practice tests to help students understand what to expect and ensure that their technology works correctly.
  2. Use online proctoring software that combines AI with human proctors to help support students during the exam.

Learn more about how to reduce test anxiety using online learning technology.

11. Prioritizing accessibility and flexbility

It’s proven that students are more likely to cheat when they’re tired. That’s why on-demand proctoring services with 24/7/365 live support are so important. This gives students the ability to take proctored exams when they’re most alert and access real-time support if they need it.

12. Talking to students about cheating

Talking to a student suspected of cheating isn’t fun but, but it’s necessary to protect academic integrity now and in the future. When cheating is handled right—easier said than done—you set the tone for your students and build a culture of academic integrity.

Discussing cheating with students might seem simple, but it takes a lot of preparation and planning to make the conversation effective and to be ready for any situation that comes your way.

13. Use reporting to identify exam trends that may highlight cheating

Remote proctoring software collects extensive data, offering insights into how students approach exams through actionable reports and time-stamped recordings directly in the LMS. Ideally, the reports will be easy-to-read and include timestamped recordings of important behavior.

Here’s how a lecturer from the University of Florida used remote proctoring to identify trends and anomalies in test scores:

“After the second quiz in the third week of class, I had a ceiling effect that looked like a ski jump, with 80% of my students getting 100% on tests. I knew there was something seriously wrong. I began looking closely at who had missed which questions over the two quizzes. That’s when I realized I needed a proctoring solution of some kind. When I initially attempted to address the issue, I really didn’t even know enough to ask the right questions to get help… It was more than a tool to guard or block students from using inappropriate information. It was also a means to detect and determine many different ways that students approach the exams.” – Ryan P. Mears, PhD, Lecturer, University of Florida

4 common reasons for cheating on exams

  1. Pressure: whether it's keeping a scholarship or passing a certification for a raise, pressure drives many to cheat on exams.
  2. Opportunity: surveys tell us that people are more likely to cheat on online exams than they are in a classroom or testing center.
  3. Competitiveness: school and work are competitive, which can drive some to use questionable tactics when they feel they can't compete fairly.
  4. Lack of preparation: sometimes cheating happens because someone just isn't ready—maybe due to long work hours, extracurriculars, health issues, or family time.

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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

Proctored Essays & Written Assignments

proctor essays and written work

Proctored essays are a thing now, thanks to generative AI chatbots like ChatGPT, Claude, and Google Gemini. These chatbots can generate content on virtually any topic in a matter of seconds. They write well, and with the right instructions, they can write just like us.

AI and plagiarism detection won't cut it

AI detection and plagiarism detection are similar, but different. Both aim to detect unoriginal content, but their focus is different.

  • AI detection looks for writing patterns, like word choice and sentence structure, to identify AI-generated text.
  • Plagiarism detection compares text against huge databases of content to identify copied or paraphrased content from other sources.

Why won't they work?

Plagiarism detection is irrelevant at this point

Most aren’t copying text word-for-word, and there are plenty of AI writing tools that can paraphrase text for them. Adding to that problem, AI chatbots don’t plagiarize.

AI detection is improving, but still waaaaay behind

They aren’t very accurate, and they’re easy to deceive—we tried it. 

That isn’t just our opinion, though.

A recent study1 tested 14 AI detection tools—12 publicly available & two commercial—against ChatGPT, and here are the findings:

AI detection tools are inaccurate: they often mistakenly identify AI-generated text as human-written, and struggle to detect AI content translated from other languages.

Manually editing responses reduces the accuracy of detection tools: swapping words, reordering sentences, and paraphrasing decreased the detection tools’ accuracy.

Prompts can help generate human-like content.

Another thing working against AI detection tools is that using specific prompt details (writing instructions) helps AI chatbots “write” like humans do.

Here are a few examples (not nearly an exhaustive list) of prompts that can help the AI write more like a human:

  • Write in simple terms and avoid technical jargon
  • Use contractions and a mix of short and long sentences
  • Keep responses clear and concise
  • Break down complex topics into smaller sections (use headers) and include analogies, similes, and metaphors for better understanding when necessary.
  • Use casual discourse markers and conversational transition phrases, like “but,” “besides,” and “in the long run,” instead of more formal ones such as “however,” “moreover,” “in conclusion,” or “ultimately.”

Try it out

First use a generic prompt like this: Summarize what photosynthesis is and why it’s important in 100 words or fewer.

Then try that same prompt, but add the examples above.

See any differences?

When would you be willing to take action?

With those inaccuracies in mind, what if the software indicates that 50% of the text is AI-generated. Would you take action at that point? Or would you require a higher percentage as for more “proof”? If so, what’s your threshold?

How to proctor essays and written assignments

Whether it’s a 1,500-word research paper or a series of short answer responses, Honorlock’s exam proctoring system makes it simple to secure essays and other written assignments, whether they’re typed or handwritten.

To sum up the process, Honorlock proctors essays just like online exams, meaning learners WON’T be able to do the following while writing:

  • Access other websites, applications, books, or their notes, unless permitted by the instructor
  • Paste content they copied before starting the essay
  • Use generative AI to answer questions or write content
  • Look up information on their cell phones
  • Ask Siri, Alexa, and other voice assistants for help

Honorlock online proctoring features to secure essays

Locks the browser to restrict access to other sites & applications

Our BrowserGuard™ feature lets you block all applications and websites except the one being used for writing, like Microsoft Word, or you can allow access only to specific applications and websites, such as research journals, while blocking everything else. This secure browser also records their screen and limits them to using one screen.

Block generative AI tools during proctored essays

Blocking AI is challenging, but Honorlock’s online proctoring system effectively prevents the use of generative AI by disabling copying and pasting, locking the browser and blocking extensions, listening for voice assistant activation commands, and detecting cell phones.

Detect cell phones & other devices

Honorlock proctoring technology detects cell phones from all angles, so you won’t need to rely on a proctor seeing a phone in real-time to know that they aren’t using them to look up information while writing their essays. Our AI detects when learners use cell phones to look up information, and it detects the presence of Apple devices in the testing area.

Detect voices to make sure Siri & Alexa aren’t helping

Honorlock’s AI proctoring technology listens for “Alexa” or “Hey Siri” and other specific commands that activate voice assistants. If any suspicious activity occurs, it alerts a live proctor to review it, records what was said, and provides a transcript for review.

This allows learners to talk through their essays without being flagged for irrelevant sounds like doorbells or coughing.

But what if a learner accidentally triggers our voice detection by saying a phrase that’s also a command for a voice assistant, such as “Okay Google”?

Our AI would notify a live proctor, but the proctor doesn’t immediately intervene. Instead, they review the situation in an analysis window, and if they determine no cheating occurred, they won’t intervene or disrupt the learner.

Block copying & pasting

Honorlock’s secure test browser prevents keyboard shortcuts, like copying and pasting. This also blocks them from pasting text they copied from another source before the test.

Scan the room for unauthorized resources & other people

Instructors can require a room scan before starting the proctored essay. This ensures that no unauthorized resources, like cell phones and books, or other people are in the room. 

Verify who they are

Quickly authenticates their identity—it takes about a minute or less— to ensure the person writing the essay is the same as the person getting credit.

Additional settings to proctor handwritten essays (or math) using pen/pencil and paper

Adjust proctoring settings

The instructor turns on Scratch Paper Allowed within Honorlock’s proctoring settings, and the AI won’t flag learners for looking down at their paper. 

The learner simply shows the blank paper before they start writing and uploads the written essay after they complete it.

Give the live proctor instructions & rules allowing handwritten essays

Providing the proctor with instructions that allow handwritten essays and rules for learners helps keep the review process organized.

Essay rules can include things like:

  • Only use a black or dark blue pen and blank/lined white paper
  • You can write on both sides of the paper
  • Before you begin writing, hold the blank paper up to the camera and show both sides
  • Write the question number in the top left corner of the paper
  • Hold the paper up to the camera after you finish writing your response to each question

How does Honorlock work?

Honorlock’s hybrid proctoring software and services combine AI with live proctors and 24/7 live support.

Unlike other online proctoring services, Honorlock makes the entire experience smooth and hassle-free. Remotely proctored exams can be taken 24/7 without the need for scheduling, and learners can get technical support from a real person. During proctored essays and assessments, learners won’t struggle with old, slow software or feel uncomfortable because a live proctor—a stranger—is watching them the entire time.

AI monitors behavior

The AI proctoring software monitors behavior during online exams and other course activities, like essays.

Detects misconduct?

The AI alerts a live proctor to review potentially problematic behavior in an analysis window.

No misconduct, no intervention

The proctor intervenes only if misconduct occurs.

Otherwise, the learner won’t be interrupted, and instructors and admins won't need to review irrelevant flags.

Access exam reports & recordings

After proctored tests are complete, test admins can filter reports and review recordings to focus on important flagged behavior. Test sessions are recorded in HD video and include easy-to-read summary reports with human-validated violations.

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1Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S. et al. Testing of detection tools for AI-generated text. Int J Educ Integr 19, 26 (2023). https://doi.org/10.1007/s40979-023-00146-z

Future AI Trends in Online Education

AI tools to improve online education

While some of the AI tools you’ll see aren’t widely used in online learning yet (they’re mostly used by businesses) we’ll explain how they work and the ways they can be adapted for online learning.

1. Understanding emotion in different ways

Understanding emotions is complex because we all feel and express them in different ways. While emotion AI isn’t perfect, it can help instructors improve engagement and support learners where they need it most.

What is emotion AI?

Emotion AI, sometimes called affective computing, detects and interprets human emotions by analyzing text, voice (audio), and video and associating specific components with related emotions.

How can emotion AI be used in online learning?

Emotion AI technology can help learners with cognitive and/or physical disabilities communicate; detect signs of confusion and frustration; and pinpoint course activities that they are interested in or uninterested in.

What are the types of emotion AI?

Text Emotion AI

Analyzes written language to identify the sentiment and emotional tone of the content.

Example uses: analyzing written responses, like forum posts and course evaluations, to identify, understand, and address emotional states.

Voice Emotion AI

Identifies emotions based on vocal characteristics like volume, tone, pitch, and speed.

Example uses: monitoring learners’ spoken responses during online classes and virtual presentations to detect nuances in learner interest or distress.

Video Emotion AI

Observes body language, facial expressions, and gestures to determine emotional states.

Example uses: observing facial expressions and body language during video conversations and online exams to understand learners’ confusion and levels of interest or disinterest.

The images below illustrate how video emotion AI software might appear from an instructor’s perspective when reviewing, offering insights into learners’ interest and engagement.

“High Attention” highlights that learner attention increases when making eye contact.

“Low Attention” shows a decreased level of attention when they look away from the screen.

While eye contact with a webcam doesn’t necessarily mean they’re really paying attention, and looking away doesn’t mean they aren’t listening, when paired with other metrics, like how long they looked away, facial expressions, and other body language, it can help gain a broader understanding of behavior and emotion.

Educators can use these individual insights or similar data from all learners to understand certain activities that boost attention and engagement, which topics confuse learners, and more.

High Attention

Low Attention

  • High attention example for emotion detection AI

  • Example of low levels of attention in video emotion software

High Attention

Low Attention

  • High attention example for emotion detection AI

  • Example of low levels of attention in video emotion software

2. AI language tools that go beyond translations

Newer language-related AI can understand the nuances of languages like slang, accents, and dialects to build truly global dialogues in online courses.

Accent Recognition AI

“Sorry, I didn’t quite catch that.”

Even if you’re a native English speaker, you’ve probably heard this or something similar from voice assistants. They’re about 95% accurate, sometimes more or less depending on which one you’re using, which is pretty good, right?

Sure, but that still means every 20th word is wrong, which is the exact length of the sentence you’re reading.

However, the accuracy varies depending on your accent… even if you’re a native English speaker. 

Question

Answer


  • Which two U.S. accents are voice assistants more likely to understand?

    1. Southern

    2. Midwest

    3. Western

    4. Eastern


  • 1 & 3

    Southern and Western accents were understood more often than Eastern and Midwest accents.

    Source: Washington Post, 2018 research

The research also found that people with non-native accents experienced 30% more inaccuracies when using voice assistants, with Spanish and Chinese accents being the least accurate. Imagine how frustrating that would be.

But there’s good news: accent recognition AI tools are available that are trained on extremely diverse data that allows it to better understand accents. They analyze and interpret speech patterns, intonations, and pronunciations specific to different accents. 

Accent recognition AI can help improve the operability of voice-controlled technologies and generate more accurate live captioning and transcriptions.

Name Pronunciation AI

What’s an easy way to stifle a sense of inclusion and belonging? Mispronouncing someone’s name.

Even if it’s an innocent mistake, it’s probably something that person encounters daily. But there’s a solution that can help: name pronunciation AI.

How does name pronunciation AI work?

  • Integrates throughout your online courses within the LMS, SIS, and other platforms to ensure that names are accurately pronounced.
  • Uses databases of audio name pronunciations and algorithms that recommend correct pronunciations.
  • Learners voice-record their names, and the recording is available throughout the platforms.

Name pronunciation AI can be used in:

  • Online class discussions
  • One-on-one advising sessions
  • Virtual information sessions
  • Recruitment conversations
  • Student support

Realistic Sign Language Interpretation AI​

Instead of using cartoon-like avatars, newer sign language interpretation AI creates a more realistic experience by splicing together videos of real people signing.

Some sign language AI can also provide real-time translation of spoken language and text to sign language and vice versa, making content accessible to deaf or hard-of-hearing learners.

Cartoon signing help
Cartoon signing help
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3. Automatically finding leaked test content

Have you ever found your test questions leaked on the internet?

“Homework help” sites like Chegg and discussion forums like Reddit and Quora make it easy to find and share your test questions and answers. 

You have 3 ways to tackle leaked test content:

1. Manually searching the internet on your own

You search the internet for individual test questions and send takedown requests if you find any.

2. Manually searching but with AI’s help

You select individual questions that the AI will search for and send your own takedown requests.

3. Automatically searching with AI

The AI does all the work by automatically searching the internet for all of your test content in a few minutes and giving you the ability to send one-click takedown requests.

Automating this process is the best way, so here’s how it works with Search & Destroy™:
  • Search & Destroy™ automatically searches for all of your exam questions
  • Search results show where any of your questions are leaked
  • Send one-click takedown requests to sites displaying your questions

That’s it. No more leaked content concerns.

4. Large Language Models can help review college admissions essays without bias

Completely eliminating biases isn’t realistic, but they can and should be acknowledged and addressed, and AI can help,  even though it can be biased too.

How can AI be biased?

AI reflects the biases of the people using it, the data it’s trained on, and the ways it’s used.

For example, if AI is trained on biased data, such as data from underrepresented groups, there’s a ripple effect that can impact algorithms, outputs, and future models.

The good news is that AI biases, similar to human biases, can be recognized and addressed to help reduce them.

Which would you pick?

If you were in charge of admissions—and let’s pretend time constraints don’t exist—would you:

  • Only review objective data, like standardized test scores and GPAs
  • Review objective data and understand other areas of who they are, like their personal qualities

Generally speaking, most would choose to consider personal qualities like personality, character, leadership, and life experiences.

While personal qualities are more subjective than test scores, research shows that they can predict success in school and life. Reviewing these qualities takes more time than reviewing objective information, like test scores and GPAs. But Large Language Models can help.

Large Langage Models (LLM)

What are large language models?

Large Language Models are a type of AI that can understand, interpret, and generate human language by analyzing and learning from extensive datasets.

How do LLMs work?

LLMs are trained by “reading” billions of pieces of text from various sources, like internet articles and forums, scientific research, textbooks, newspapers and magazines, and more.

This training helps them learn patterns and understand how words and sentences are formed in different formats and contexts.

LLMs don’t actually understand language, they’re just really good at predicting what word should come next. The two models we’ll discuss are unidirectional and bidirectional

  • Unidirectional: predicts the next word based on previous words
  • Bidirectional: analyzes text from both directions to predict a word in context

RoBERTa vs. ChatGPT

Both are LLMs that share the same architecture but excel in specific tasks, similar to cars with the same frame but different tires and suspension systems for certain terrains.

  • RoBERTa (bidirectional) drives better in the city (understanding language nuances and context), but it can still make it on certain off-road trails (creating content).
  • GPT (unidirectional) drives best on off-road trails, but can navigate some city streets.

The University of Pennsylvania used a LLM, RoBERTa to review college admissions essays for personal qualities

Research published in October 2023 by the University of Pennsylvania indicates that certain LLMs, if trained properly and thoroughly, can review admissions essays for personal qualities that predict college graduation on par with human admissions staff.

The researchers and their team analyzed over 300,000 college essays and scored them on the absence or presence of seven traits: prosocial purpose (helping others), leadership, learning, goal pursuit, intrinsic motivation, teamwork, and perseverance.

Then they trained RoBERTa  to recognize and evaluate similar qualities and characteristics in essay submissions without showing biases toward race, gender, or socioeconomic status. RoBERTa was used because it excels at understanding the context and meaning of language, which makes it an effective tool for understanding emotions, text classification, and translations.

Research results and takeaways

RoBERTa recognized personal qualities without bias

It recognized qualities like teamwork and intrinsic motivation in applicants from diverse backgrounds, without showing bias towards race, gender, or socioeconomic status.

RoBERTa’s predictions were accurate

Its predictions of the likelihood of students graduating were slightly more accurate than humans, but not by much.

The researchers recommend using AI with optimism and caution

“An AI approach to measuring personal qualities warrants both optimism and caution… We recommend AI be used to augment, not replace, human judgment. No algorithm can decide what the goals of a university’s admissions process should be or what personal qualities matter most for that community.”

5. Preventing remote access software contract cheating

Have you ever had a support technician take over your desktop and fix your computer from a remote location?

That’s basically how remote access software is used to cheat on exams.

A person pays a test-taking service to have one of their experts control their computer and take the exam from a remote location.

Even though the person getting credit appears to be sitting in front of the camera during the test, it’s the off-camera expert who is actually answering the questions.

And since the person getting credit stays on screen during the exam, ID verification methods won’t help.

How can you stop remote access cheating?

Honorlock’s remote proctoring platform has a few ways to help:

  • Recording the desktop and requiring specific keyboard commands immediately before starting the exam: Exam admins use Honorlock’s exam settings or test rules to require test takers to use keyboard commands, such as Ctrl+Alt+Del (Windows) or Cmd+Opt+Esc (Mac), to display the applications and processes running on the device.
  • Displaying countries: Honorlock’s Analytics Hub™ shows the countries that tests were taken in based on IP address. If any tests are taken in countries with no known test takers, it may indicate the use of remote access test-taking services.
  • Blocking applications: Honorlock’s proctoring platform gives exam administrators the ability to block specific applications that can be used for remote access.

6. Using AI for on-demand tutoring

Whether intentionally built for tutoring or adapted, AI tools such as intelligent tutoring systems, chatbots, and writing assistants offer 24/7 interactive tutoring and support, which enhances learning while building a more diverse and inclusive educational environment that accommodates various learning styles and needs.

They also offer real-time feedback, which is crucial for learners with intellectual disabilities because it helps them make connections between their work and the instructor’s feedback.

Intelligent Tutoring Systems (ITS)

Intelligent Tutoring Systems simulate one-on-one human tutoring, offering tailored feedback and adapting course materials to meet each learner’s needs. 

They can guide learners through problem-solving steps, offer hints, break down complex topics, and recommend additional relevant content.

While an ITS can benefit any subject, it’s particularly beneficial for subjects like math, which require—for the most part—a lot of repetition.

Here’s how an ITS could work for an algebra course:

  • The ITS assesses the learner’s understanding of basic algebraic concepts and their ability to solve problems.
  • After assessing knowledge, it customizes learning activities and offers additional content based on their needs. 
  • If the learner struggles in a specific area, it provides extra help, like step-by-step explanations and practice problems.
  • If the learner excels in a topic, the ITS gradually progresses to more advanced concepts and activities.
  • The ITS provides immediate feedback and additional context, allowing learners to recognize errors and learn to correct them.

Chatbots

ChatGPT, Google Bard, and other chatbots can provide learners with instant tutoring and support anytime they need it.

Learners can use chatbots to dig deeper into complex subjects, brainstorm ideas, provide feedback on written work, translate text, and check writing quality.

AI writing assistants

Writing tools like Grammarly and Quillbot have been around for a few years now, but they’re evolving.

Initially, they just helped improve writing by correcting grammar, spelling, and style issues.

But now, they’re incorporating AI that can instantly make writing more concise, easier to understand, or sound a specific way, such as being more assertive.

These tools are particularly useful for individuals writing in a second language and for those with learning disabilities, as they can boost confidence and deliver different forms of corrections and feedback immediately.

Regardless of which AI tools you use, make sure that they’re used purposefully, ethically, and with full transparency. Always keep in mind that AI tools are just that—tools. They aren’t a replacement for the people using them.

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