TY - JOUR AU - Mellar, Harvey AU - Peytcheva-Forsyth, Roumiana AU - Kocdar, Serpil AU - Karadeniz, Abdulkadir AU - Yovkova, Blagovesna PY - 2018 DA - 2018/02/12 TI - Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives JO - International Journal for Educational Integrity SP - 2 VL - 14 IS - 1 AB - Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers’ perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of e-assessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within the context of the project TeSLA (an Adaptive Trust-based e-assessment System for Learning) which is developing a system intended for integration within an institution’s Virtual Learning Environment (VLE) offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-to-face teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth. SN - 1833-2595 UR - https://doi.org/10.1007/s40979-018-0025-x DO - 10.1007/s40979-018-0025-x ID - Mellar2018 ER -