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The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 6 and 7 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For Grades 6 and 7, the tests consist of multiple-choice (1-credit) and constructed-response (2- and 4-credit) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their multiple-choice responses on a separate answer sheet. For Session 1, students will write their responses to the constructed-response questions in their separate answer booklets. For Session 2, students will write their responses to these questions directly in their test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule.

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing.

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This School Administrator's Manual serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [For the 2022 Manual for Computer-Based Field Testing, see ED628919. For the 2022 Manual for Paper-Based Field Testing, see ED628920.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that field testing conditions are uniform statewide. This School Administrator's Manual for Paper-Based Field Testing also serves to guide school administrators in general field test administration activities for paper-based field testing. [For the 2021 manual, see ED613295.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual for Computer-Based Field Testing" also serves to guide school administrators in general field test administration activities for CBT. [For the 2021 manual, see ED613295.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual v202 2021 Edition." For the 2020 manual, see ED609943.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing. This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2020 Edition." For the 2019 manual, see ED609945.]

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a state-led consortium designed to create next-generation assessments that, compared to traditional K-12 assessments, more accurately measure student progress toward college and career readiness. The PARCC assessments are aligned to the Common Core State Standards (CCSS) and were administered operationally for the first time in the 2014-2015 academic year. PARCC comprises assessments in both English Language Arts/Literacy (ELA/L) and Mathematics in grades 3 to 8 and high school. The information provided in this technical report is intended for use by those who evaluate tests, interpret scores, or use test results in making educational decisions. It is assumed that the reader has technical knowledge of test construction and measurement procedures, as stated in "Standards for Educational and Psychological Testing" (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014). The purpose of this technical report is to describe the first operational administration of the PARCC assessments and includes the following topics: (1) Background and purpose of the assessments; (2) Test development of items and forms; (3) Test administration, security, and scoring; (4) Test taker characteristics; (5) Classical item analyses and differential item functioning; (6) Reliability and validity of scores; (7) Item response theory (IRT) calibration and scaling; (8) Performance level setting; (9) Development of the score reporting scales and student performance; (10) student growth measures; and (11) Quality control procedures.

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both computer-based testing (CBT) and paper-based testing (PBT). This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ administration system for CBT. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2019 Edition."]

This publication is intended for use by school administrators and counselors. It provides general information on Regents Examinations as well as the specific requirements and procedures for requesting, administering, and rating these examinations. This manual is comprised of the following sections: (1) General Information; (2) Requesting and Administering Regents Examinations; (3) Rating Examination Papers, Recording Scores, and Providing Academic Intervention Services; (4) Returning Test Materials to the Department; (5) Review of Examination Papers; and (6) Awarding of Credit and Issuance of Regents Diplomas. [The New York State Education Department's Office of State Assessment (OSA) produced this report.]

The manual is presented in the form of a policy grid. The grid includes a consolidated list of General Educational Development (GED) Testing Service policies regarding the GED® test and overall GED® program. The grid combines all of the policies into one unified table and supersedes any prior policy manual.

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a state-led consortium designed to create next-generation assessments that, compared to traditional K-12 assessments, more accurately measure student progress toward college and career readiness. The PARCC assessments are aligned to the Common Core State Standards (CCSS) and were administered operationally for the first time in the 2014-2015 academic year. PARCC comprises assessments in both English Language Arts/Literacy (ELA/L) and Mathematics in grades 3 to 8 and high school. The information provided in this technical report is intended for use by those who evaluate tests, interpret scores, or use test results in making educational decisions. It is assumed that the reader has technical knowledge of test construction and measurement procedures, as stated in "Standards for Educational and Psychological Testing" (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014). The purpose of this technical report is to describe the second operational administration of the PARCC assessments in the 2015-2016 academic year and includes the following topics: (1) Background and purpose of the assessments; (2) Test development of items and forms; (3) Test administration, security, and scoring; (4) Test taker characteristics; (5) Classical item analyses and differential item functioning; (6) Reliability and validity of scores; (7) Item response theory (IRT) calibration and scaling; (8) Performance level setting; (9) Development of the score reporting scales and student performance; and (10) Quality control procedures.

This handbook outlines procedures for sharing student data between schools and the Ministry of Education, and answers questions pertaining to provincial examinations. It supports the work of both educators and the Ministry, which works with schools to produce transcripts and administer provincial exams. The following are appended: (1) Forms; and (2) Procedures for Conducting Graduation Program Examinations.

This book was written in response to feedback from volunteer teachers who feel that the time spent dealing with classroom management issues detracts from the time they spend actually teaching the content. Volunteers and staff members provided practical strategies for dealing with the most commonly reported challenges. Chapters include teaching in a cross-cultural context, strategies for developing classroom procedures and rules, motivation, managing disruptive behavior, assessment, and grading. Sensitive and complicated questions, such as how to teach in a school where cheating and corporal punishment are common, are addressed. There are exercises to exchange information with host colleagues to gain mutual respect and understanding. Volunteers are advised to read this book before starting to teach, but it is equally useful once teaching. It will help volunteers think about their classrooms, students, and colleagues from new perspectives so they can adapt to a new teaching environment. Appended are: (1) "Culture and the Ideal Teacher/Classroom," a session that trainees and their supervisors/counterparts have done as a part of the end-of- pre-service training supervisor/counterpart workshop; and (2) "Don't Hit and Don't Shout," a pamphlet for parents, teachers, head teachers, and principals. A list of resources is also included in this book.

Cheating is not a problem unique to Internet-based training. It is a phenomenon that can and does compromise academic integrity in all settings, in both the traditional classroom and in distance-learning environments. But what are the remedies to compromises and abuses of the learning process, and challenges to the testing process in distance education? That is, how can distance education be administered so as to identify, authenticate, and monitor learners, minimize cheating, and thus maintain academic integrity? This paper proposes to provide an answer to this question. The paper discusses the virtual classroom, pointing out that the possibilities for abuse of academic integrity in the virtual classroom require special mechanisms to provide adequate monitoring in distance education. It notes the inevitability of distance education and contends that it is vital for institutions of higher learning that wish to remain in business to take the lead in developing systems that preserve academic integrity in the distance learning setting. The paper then describes some of the approaches to preserving academic integrity in the distance learning setting. In some cases, the approach is one that has been used for many years, while in other cases the approach is a relatively new but promising development. Includes 5 notes. (NKA)

In an earlier study, I. Newman and D. Waechter (1999) investigated graduate education students' perceptions and attitudes toward cheating in scientific research. A questionnaire was developed that was based on reactions and concerns related to cheating behavior seen in a public television video about faking scientific data. This study examined the factor structure of the developed Cheating Scale, which was administered to 167 graduate education students. Analysis identified a three-factor solution that accounted for approximately 65% of the trace. The factors were identified as Ethical/Critical Evaluation, Academic Pressure, and Human Nature. Students who scored above the median on questions about their personal dishonesty had a more complex (four-factor) factor structure on the Cheating Scale. Males and females had significantly different perceptions of cheating, with females more accepting of these behaviors than males. (Contains 20 tables and 13 references.) (SLD)

This report presents the 1998 statistical findings of the annual survey to determine the attitudes of national high school student leaders. Questionnaires were completed by 3,123 high school juniors and seniors, all of whom were selected for recognition in "Who's Who among American High School Students." In addition to demographic information, the report details responses regarding the following areas of student life and contemporary issues: (1) education; (2) school violence; (3) weapons and violence; (4) Clinton-Lewinsky affair; (5) attitudes toward media; (6) sexual harassment and assault; (7) cheating/misconduct; (8) sexual behavior and attitudes; (9) condom distribution in school; (10) abortion; (11) cigarettes, alcohol and drugs; (12) peer pressure; (13) teen trends; (14) parental involvement; (15) future/aspirations; (16) important influences; (17) family meal time; (18) happiness; (19)suicide; (20) internet usage; (21) extracurricular activities; (22) generation's greatest crisis; (23) prejudice; (24) sexual orientation; and (25) affirmative action. (LBT)

Technology has provided the public with the ability to steal the contents of multiple examinations in a short time period and at minimal cost. No examination is safe from compromise, and the only variable is the extent and sophistication used to bring about the compromise or theft. With the easy availability of micro-video equipment, audio recorders, and still cameras, the traditional methods are essentially archaic. Available technologies that are described are: (1) still cameras in small sizes; (2) audio recorders and transmitters; (3) video cameras, recorders, and transmitters; (4) electromagnetic spectrum interception; and (5) miscellaneous measures, such as the ultraviolet pen and pages. Electronic countermeasures are available, but the most economical and easy to implement countermeasures are through proctors and staff trained in effective observation skills and controlling the exposure of the examination. Computer testing, which had been regarded as a way to ensure examination security, is actually at least as vulnerable as paper and pencil testing. (SLD)

This report details the 28th annual study to examine the attitudes of student leaders in U.S. high schools. Participating in the survey were 3,210 adolescents, primarily 16- and 17-year-olds, who had been featured in the 1997 edition of "Who's Who Among American High School Students." The report presents demographic information on the survey participants and provides tables of the survey results, including breakdowns by sex, race, type of school attended, and type of community. Findings are organized in the following sections: education; school violence; weapons; cheating in school; sexual behavior and attitudes; sexual harassment, assault, and date rape; cigarettes, alcohol, and drugs; future plans; the court system; honesty in American leaders; important influences; home life; happiness/depression; dieting, eating disorders, and self-image; cults; suicide; Internet usage; the nation's and their generation's greatest crisis; aspirations; prejudice; ethnic diversity, immigration, and Affirmative Action; abortion; volunteerism; quality of home life; and family meal time. A summary section highlights overall findings, which indicated that teens were more likely to base their choice of tobacco and alcohol products on a friend's recommendation rather than on advertisements, most acknowledge cheating on exams, a disturbing number had considered suicide, and many cited the decline of moral and social values as the greatest crisis confronting them and the nation.(KB)

This report details the 27th annual study to examine the attitudes of student leaders in U.S. high schools. Participating in the survey were 3,370 adolescents, primarily 16- and 17-year-olds, who had been featured in the 1996 edition of "Who's Who Among American High School Students." The report presents demographic information on the survey participants and provides tables of the survey findings, including breakdowns by sex, race, type of school attended, and type of community. The findings are organized in the following sections: education; school uniforms; prayer in school; high school experiences; school violence; weapons; cheating in school; sexual behavior and attitudes; sexual harassment, assault, and date rape; cigarettes, alcohol, and drugs; peer pressure; tattoos/body piercing; future plans; personal finances; confidence in institutions; important influences; home life; happiness/depression; suicide; popularity; lifestyles; the nation's and their generation's greatest crisis; aspirations; media/technology; prejudice; ethnic diversity and immigration; and abortion. A summary section highlights overall findings, which indicated unexpected levels of stress, depression, and thoughts of suicide. Sexual issues were worrisome to many of these students, and three-quarters admitted to cheating in school to get ahead. Most students studied 7 hours or less per week, and spent at least 8 hours or more per week on social activities, athletics, extracurricular activities, and watching television. (KB)

Courses: Fundamentals of public speaking, basic hybrid course, introduction to communication, introduction to journalism, introduction to advertising, and any other course that includes components of communication ethics. Objective: Students will understand the fundamental elements of communication ethics.

This book provides a resource for everything educators need to know about classroom cheating. Six chapters include: (1) "What Do We Know About Cheating in the Classroom" (who is cheating and why); (2) "Why is Cheating a Problem?" (e.g., the ubiquity and the consequences of cheating); (3) "How Does Cheating Occur?" (e.g., a taxonomy of cheating and plagiarism); (4) "How Can Cheating Be Detected and Addressed?" (e.g., an introduction to inference and practical tips for detecting cheating on tests and plagiarism); (5) "How Can Cheating Be Prevented?" (e.g., improving classroom assessments, assignments, and environments); and (6) "What Are the Next Steps?" (e.g., challenges and opportunities). Four resources present a glossary, resources used to cheat, resources to help deter cheating, and sample cheating policies and honor codes. Each chapter ends with questions for discussion. (Contains approximately 118 references.) (SM)

Discusses three areas of student concern in differences between high school and college: the differences in punishment for cheating; the differences in what constitutes cheating; and the differences in their own attitudes about cheating. Proposes that high school teachers can help their students by creating a clear and consistently enforced handout about what cheating is and how getting caught will affect them. (PM)

Examines the problem of cheating among community college students and offers suggestions for detection and prevention of academic dishonesty. Includes an inventory of "paper mills" and a list of cybercheating preventative and investigative software. (Contains 36 references.) (AUTH/NB)

Discusses the issue of students buying papers on the Internet. Considers how educators reconcile their ability to teach effectively with their students' ability to cheat and steal without the teacher's knowledge. Suggests a solution by assigning essays that cannot be bought. (SG)

Investigates the reasons for data fabrication among undergraduate and graduate students. Presents several examples of getting misled by the candle and tumbler demonstration. Concludes that presented facts, concepts, or principles increase the incidence of data cooking. (YDS)

Reports that despite alarming news stories about growing academic dishonesty on college campuses, new research confirms the effectiveness of strategies such as modified honor codes that emphasize student leadership and intensive programming about the importance of academic integrity. Offers 10 specific guidelines for implementing a modified honor code. (DB)

Discusses how many students cheat in middle and high school mathematics classes and the reasons for cheating. Offers practices to prevent student cheating. Contains 19 references. (ASK)

The 1976 Indiana University faculty handbook begins with a brief discussion of the university's objectives and ideals. The information, policies, and procedures that follow are applicable to all campuses of the university system. Topics covered include: the board of trustees, administrative organization of the university system, organization of the faculty, formal ceremonies, the academic appointee and his relationship to the university (appointment policies, administrator search and screening procedures, responsibilities and privileges, fringe benefits, and professional development), the academic appointee and his relationship to the student (admissions, examinations, grading, cheating, and a school-year calendar), and academic services. (MSE)

Guidelines to prevent fraud and abuse in the government's student aid programs are presented for schools, lenders, and guarantee agencies. Student aid fraud is defined as intentional wrongful obtaining of student financial assistance (SFA) benefits through deceptive means. It is noted that falsification of eligibility is the most common form of SFA fraud. Seven ways that a student can qualify as eligible for the U.S. Department of Education's SFA program funds are identified. Methods that have been used to obtain funds falsely include false claims of independent student status; false claims of citizenship; use of false identities (i.e., false names and/or Social Security numbers); and forgery of official signatures or certifications. A checklist to help spot potential fraud in the SFA application process includes indicators, examples, and the potential significance of the indicators. An example of a case where a school official helped uncover an elaborate scheme to bilk the government out of more than $40,000 in student aid funds is cited. Four additional steps that can help minimize fraud and abuse of student aid funds are are also suggested. (SW)

An instructional resource handbook for graduate teaching assistants (GTAs) at Old Dominion University (Virginia) is presented. Attention is directed to: the student and teacher roles of GTAs; 10 myths about teaching; the international GTA; choosing instructional approaches and media; preparing lessons, preparing support materials (syllabus, library reserve readings, overhead transparencies, handouts); stimulating student interest; effective lecture presentations; using the chalkboard, overhead projector, and other media; asking and responding to questions; leading classroom discussions; other classroom interaction formats; dealing with problem situations in class; office hours; responding to students needing remedial support; guidelines for tests; alternative types of assignments for students; administering tests; alternative types of tests; assigning grades; university grading policy; testing and scoring options; cheating, plagiarism, and the university honor system; and alternative sources and types of feedback on teaching. A sample course evaluation form is provided and information is provided on 14 university resource centers. References on teaching and a summary of the university's sexual harassment policy are appended. (SW)

Describes the varied kinds of student aid fraud found to be occurring within and outside colleges and universities, and examines implications for public policy on student aid programs. Discusses specific fraud cases and their outcomes, and makes suggestions for institutional action if student fraud is suspected. (MSE)

Reports on a survey designed to study four aspects of academic misconduct: (1) the prevalence of academic misconduct; (2) perceptions of what constitutes academic misconduct; (3) views regarding causal factors; and (4) punitive measures appropriate in an instance of academic misconduct. Proposes recommendations to enhance student awareness and understanding of academic misconduct. (JRH)

This compendium provides an overview of selected codes of student conduct, a selection of annotated legal decisions and important law review articles, and various National Association of College and University Attorney (NACUA) outlines on the issue of student discipline in both academic and nonacademic contexts. Part 1 lists nonacademic codes of student conduct and discipline procedures from Princeton University (New Jersey), California State University, University of Iowa, City University of New York, University of Wisconsin, Colgate University (New York), and the University of New Mexico. Part 2 presents academic codes and policies from the University of Wisconsin, Colgate University (New York), Florida State University, and Rutgers--The State University of New Jersey. Part 3 contains summaries of legal decisions in seven cases from the period 1994-97. Issues include disclosure of student disciplinary records, procedural due process, failure to afford a pre-termination hearing, breach of contractual duty to inform, discrimination in dismissal, and procedural elements in disciplinary dismissal. Part 4 presents selected law review and legal periodicals articles; issues include due process rights in student disciplinary matters, students' rights to counsel, judicial responses to adverse academic decisions, academic honor codes, campus due process and student disciplinary rules, protecting student disciplinary codes from due process challenges, employee and student handbooks, university liability, supervising students (in loco parentis), consensual sexual relations between faculty and students, colleges and student athletes, and case studies of campus ethics. Section 5 offers selected NACUA conference outlines. A list of nine additional sources is included. (BF)

Presents a lesson plan that accentuates honesty as a central tenet of moral behavior. The first handout requires written answers to open-ended questions based on the students' personal convictions. Subsequent handouts contain quotes, arguments, and "Six Reasons for Being Honest." A class discussion follows. (MJP)

A discussion of the prevalence of academic cheating in higher education looks at research on the problem and at possible remedies. Difficulties for faculty in enforcing discipline policies are noted. Approaches to creating a culture encouraging integrity include vocal administrative support for ethics, an academic integrity code, classroom procedural changes that discourage cheating, and powerful institutional support for faculty. (MSE)

Discusses how and why college students commit plagiarism, suggesting techniques that instructors can use to help student avoid plagiarism. Instructors should define and discuss plagiarism thoroughly; discuss hypothetical cases; review the conventions of quoting and documenting material; require multiple drafts of essays; and offer responses appropriate to the type of error. (MDM)

Describes the mechanics of group work in the college mathematics classroom specifically group formation, preliminary class work, class and group discourse, individual and group assignments, and impact on test taking. Includes examples from a first-semester calculus course. (JJK)

Presents data on values and behaviors of students before they arrive at dental school, particularly regarding cheating, and examines how these are related to the values and behaviors expected of them in professional school. Discusses faculty's role in prevention and treatment of academic dishonesty: structuring an environment to prevent dishonesty; establishing clear expectations; and acting as role models. (MSE)

Discusses the need for teacher supervision in distance learning classrooms based on experiences at three high schools in South Central New York. Highlights include teacher attention at the home site versus remote sites, student satisfaction with teacher help, the possibility of cheating, and student attitudes about the presence of teachers. (LRW)

Asserts that members of cartels have tremendous incentives to cheat on production limits to maximize profits. Describes a classroom activity in which grading an examination using a "curve" permits students to establish "cartels." Provides instructions on how the activity is used in the classroom. (CFR)

Originally presented to a high school faculty surveyed on student cheating, this paper serves as a teachers' guide to preventing cheating and dealing with cheating incidents. An introduction cites figures indicating that cheating is widespread and urges teachers to impress upon students the seriousness and offensiveness of cheating. The first part of the paper offers suggestions for the prevention of cheating on tests and assignments, recommending that teachers (1) tell students what constitutes cheating and what consequences are possible; (2) monitor test materials, classroom environment, and patterns of student behavior; and (3) structure assignments so as to discourage cheating. The remainder of the paper addresses responses to cheating. After a working definition of the serious cheating incident, advice is given on how to confront a student suspected of cheating and how to contact parents of students who have cheated. Teacher guidelines for selecting a response to cheating and a list of alternative responses conclude the paper. (MJL)

A handbook for University of California, Los Angeles, (UCLA) teaching assistants is provided compiled from materials developed at UCLA and other college teaching programs. Separate sections cover: teaching roles, meeting the first class, leading sections, teaching one's own course, motivating students, teaching tips, preparing examinations, student writing, cheating and plagiarism, grading using audiovisual aids, problem-solving techniques, and advice and referrals to help students solve academic and personal problems. For each of six teacher roles (e.g., expert socializing agent), a chart specifies goals, characteristic skills, and major sources of student motivation and fear. Suggestions are provided on leading discussion, laboratory, and foreign language sections, including attitudes and preparation by teachers and students. Construction of recognition (objective), recall, and subjective tests is addressed, along with criteria for grading student essays, writing anxiety, and issues concerning grading versus evaluation. Suggestions for preparing slides are offered, and advantages and disadvantages of the following types of audiovisuals are identified: slides, filmstrips, overhead transparencies, 16mm films, videos, and computers. Specific UCLA instructional media services are also described. (SW)

Plagiarism is an issue of increasing concern to educators, yet students are not always clear on the boundaries between acceptable and unacceptable practice. Presents an exercise to help bioscience students make this important distinction. (Author/SOE)

Research shows that cheating is a common problem among all groups of U.S. students, but schools with honor codes and teachers who discuss cheating have lower incidences of cheating. Parents have a role in influencing their children's academic honesty. Practical strategies include discussing virtues, providing heroes, catching the student being good, setting limits, and connecting with the school. (SM)

Discusses adolescent cheating at school, highlighting how parents can help them resist the temptation to cheat by: asking what stopped them from listening to the part of themselves that knew it was wrong to cheat and what it felt like to ignore that message; listening while they talk it over; determining the appropriate consequences; and modeling integrity. A sidebar presents suggestions on how to choose the right consequences for cheating. (SM)

Urges professors to organize online courses in ways that prevent cheating and suggests such tactics as asking students for their sources of information, using a camera atop students' computers to send images, having exams monitored by a proctor, using the Internet to identify possible plagiarism, and getting to know individual students. (DB)

Describes a method to prevent and uncover cheating during testing in large university classes. (PR)

Describes actions teachers have taken when they caught students cheating on tests, including: giving the students a zero with no chance to re-take the exam, telling the parents about the incident, taking the students aside and explaining how serious cheating could be later in life, and making the students write home explaining what they did (and having parents suggest consequences). (SM)

This paper explores the contagion effects of norm-violating behavior across decision situations.Through a series of laboratory and field experiments, we empirically establish the conditions under which norm-breaking behavior in one decision situation leads individuals who observe this to violatennorms in other, distinct decision situations. Our laboratory findings show that these spillover effects are more pronounced when the norms underlying the decision situations are perceived to be similar. However, spillovers can also affect decision situations governed by relatively dissimilar norms if the observers of norm violations have had the opportunity to first violate the same norm as the observed violator themselves. In an accompanying field experiment, we underscore the economic importance of norm similarity for spillover effects. When workers are exposed to information about celebrities evading taxes, they exhibit significantly higher rates of workplace theft than those in the control group, yet this exposure does not negatively affect work morale.