Handling Examination Malpractices

Lack of discipline is one of the greatest obstacles hindering the progress of the student community. Although students appear to be disciplined superficially, in the absence of elders at home, a teacher at school or any other controlling authority, the situation is completely to the contrary.

The commonly faced issues with regard to discipline are:

1. Not being punctual
2. Lacking respect for elders & teachers
3. Bullying
4. Copying during examinations
5. Being playful or having poor concentration during class hours
6. Inability or unwillingness to cope with daily tasks

Of these issues, if there is one issue that has struck me hard and which needs to be addressed on a priority basis, it is the issue of ‘copying during examinations’.

As an educator, I strongly feel that the students whom I teach shouldn’t resort to malpractices such as copying for the following reasons:

1. A child who resorts to copying during the examination doesn’t take the decision in the exam hall, rather it is determined prior to the exam in most cases.   
2. When he/she has made up his/her mind to copy, then he/she:
   1. Naturally loses his/her interest in studies.
   2. Distracts other students
   3. Turns mischievous
   4. Is unable to fix a goal and strive towards it for their wellbeing
   5. Gets low marks or at the most, attempts to get pass-marks.
   6. Expresses nervous behavior
   7. Loses his/her original identity
   8. Gets bad remarks from teachers and administration and even from his/her peer group.

How do I handle this issue?

• I do my best to motivate the whole class especially the slow learners or the mischievous students who indulge in such malpractices.
• I never scold or use insulting words which may just bounce off them without any impact.
• I ask them to write what they know / have studied or understood when the lesson was taught in the class.
• Even if they score marks in single digits, I give them a word of appreciation for being genuine. This helps increase their self-esteem.
• If they are unable to write or come unprepared for the examination, I allow them to read for some time before asking them to write. When given this chance, they are at least able to present something.
• While distributing the answer sheets after evaluation, I appreciate them by saying that if they are able to procure this score just by investing a short period of time, imagine what they could achieve if they prepared by dedicating their heart and soul.
• To improve their level of confidence, I first let them prepare the easiest section of the question paper such as Match the following, Labeling the parts, Draw diagram, Choose the appropriate answer, etc.
• I counsel them that if they have this attitude of indulging in malpractices they wouldn’t aim beyond procuring a pass. Instead, if they prepare for the exam genuinely, initially they might receive low marks, perhaps even in single digits, but in successive examinations their level of confidence would increase. This would lead to improved learning ability and better marks.

Highlights:

One of the most important responsibilities of an educator is to help students understand the benefits of being honest in examinations. As an educator-counsellor , I believe in “catching them young” to instill the importance of  preparing genuinely for examinations.