The Relationship between Teacher-Student Rapport and Students Willingness to Cheat among Iranian High School Students in Bandar Abbas-دانلود پایان نامه رشته زبان خارجی

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    The Relationship between Teacher-Student Rapport and Students     Willingness to Cheat among Iranian High School Students in Bandar Abbas

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2.6 Feedback of cheating

Smith (2003) investigated the impact of cheating on assessment and showed good assessment has four characteristics. They are reliable, for example, Frey and Petersen (2005) explained that good assessment is valid. Two issues relating to validity are prime concerns. First, is the content of assessment that should reflect what it is taught and what they should do in a representative manner. Second, the consequences of test results should be appropriate. Finally, the characteristic of good assessments is standardization of testing procedures (Kane, Crooks, &Cohen 1999). As noted by Scheuneman and Oakland (1998), cheating hinders standardization by varying testing procedures. For example, a result may unfairly have advantage or disadvantage and prefer one student over another. Athanasou and Olasehinde (2002) suggested that cheating affect each of these four components of good assessment, however it has more effects on validity. So, the purpose of assessment is to measure what students have learned in relation to a specific set of instruction, but academic dishonesty destroys the accuracy of the assessment and decreases the interpretability of grades. When a student cheats on graded work, the teacher is unable to determine whether the student really knows the material, can solve the assigned problem, or complete the given task. Here instructors cannot make a fair judgment about what the student has learned and what the student should do next in the learning process. Passow (2006) declared cheating hurts the students and prevents teachers from providing the necessary and relevant feedback to their students in the learning process. This should be true for all the teachers who may be interested in providing useful information on what the students are doing or they want to make use of the information they receive from their students

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