J 2023

Turning the tables on online exam cheating via language mediation tasks

CHOVANCOVÁ, Barbora, Štěpánka DILLINGEROVÁ and Alena HRADILOVÁ

Basic information

Original name

Turning the tables on online exam cheating via language mediation tasks

Name in Czech

Podvádění při zkouškách online, a jak mu předejít pomocí jazykové mediace

Authors

CHOVANCOVÁ, Barbora (203 Czech Republic, guarantor, belonging to the institution), Štěpánka DILLINGEROVÁ (203 Czech Republic, belonging to the institution) and Alena HRADILOVÁ (203 Czech Republic, belonging to the institution)

Edition

Language Learning in Higher Education, GERMANY, DE GRUYTER MOUTON, 2023, 2191-611X

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Impact factor

Impact factor: 0.500 in 2022

RIV identification code

RIV/00216224:14640/23:00131931

Organization unit

Language Centre

DOI

UT WoS

001086405900011

Keywords (in Czech)

hodnocení; jazyková mediace mezi různými jazyky; právnická angličtina; mediace jako jazyková dovednostl; hodnocení online

Keywords in English

ssessment; intra-language mediation; Legal English; mediation as a language skill; online assessment

Tags

International impact, Reviewed
Změněno: 27/6/2024 09:43, Mgr. Michal Petr

Abstract

V originále

This article addresses the issue of foreign language testing in the online mode and proposes a strategy to reduce the possibility of academic misconduct, specifically cheating, by designing tasks that assess the language skill of mediation in Legal English exams. Such tasks require test-takers to generate original answers, which can significantly reduce the risk of copying and pasting. Additionally, mastering the skill of mediation is a valuable asset for future lawyers. The authors introduce two original distinct intra-language mediation tasks that they developed for assessing English for Legal Purposes. One is aimed at first-year students with limited Legal English experience, while the other is intended for more advanced and experienced students. The article analyses student responses and evaluates their performance. The authors follow the action research approach, which involves a circle of observing, reflecting and acting, and raise questions concerning the originality of answers, production of a measurable sample of the target language, objectivity of assessment, and whether the practice in class impacts the success rate. The article also discusses challenges encountered during the process and how they were addressed. It can be concluded that mediation tasks are practical for online testing but could be used equally well for traditional classroom assessment.