Do performance trends suggest wide-spread collaborative cheating on asynchronous exams?
Binglin Chen, Matthew West, and Craig Zilles
Using a data set of 29,492 asynchronous exam records, we observed correlations between when a student chooses to take their exam within the exam period and their score on the exam. Somewhat surprisingly, instead of increasing throughout the exam period, which might be indicative of widespread collaborative cheating, we find that exam scores decrease throughout the exam period. While this could be attributed to weaker students putting off taking exams, this effect holds even when accounting for student ability as measured by a synchronous exam taken during the same semester.