Measuring Learning and Promoting Academic Integrity in Online Instruction

in Kinesiology Review

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Duane Knudson Department of Health & Human Performance, Texas State University, San Marcos, TX, USA

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Melissa Bopp Department of Kinesiology, Pennsylvania State University, University Park, PA, USA

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DOI:
https://doi.org/10.1123/kr.2021-0037
Keywords:
assessment; cheating; COVID-19; delivery; proctor; remote
First Published Online:
05 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
436–442
Restricted access

The COVID-19 pandemic shifted kinesiology courses into more hybrid and online delivery, creating new challenges and opportunities for evaluating learning and online testing. Research using the Biomechanics Concept Inventory indicates that both high-tech and low-tech active learning experiences implemented in hybrid and online formats in biomechanics courses improve student learning above levels for lecture alone. However, online pre- and posttesting using concept inventories or major exams are vulnerable to cheating. Experience and research on proctoring online testing indicate only partial success in detecting cheating absent substantial faculty commitment to investigate suspicious behavior. These difficulties with online testing provide an opportunity for kinesiology faculty to implement more authentic, holistic assessments that are less vulnerable to violations of academic integrity. The importance of well-designed, rigorous assessment methods that uphold academic integrity standards will continue to evolve as kinesiology departments expand online learning.

Knudson (dk19@txstate.edu) is corresponding author, https://orcid.org/0000-0003-0809-7970

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