Abstract
AbstractBackground:Academic dishonesty (AD) and trustworthy assessment (TA) are funda-mental issues in the context of an online assessment. However, little systematic workcurrently exists on how researchers have explored AD and TA issues in online assess-ment practice.
Objectives:Hence, this research aimed at investigating the latest findings regardingAD forms, factors affecting AD and TA, and solutions to reduce AD and increase TAto maintain the quality of online assessment.
Methods:We reviewed 52 articles in Scopus and Web of Science databases fromJanuary 2017 to April 2021 using the Preferred Reporting Items for SystematicReviews and Meta-Analyses model as a guideline to perform a systematic literaturereview that included three stages, namely planning, conducting, and reporting.
Results and conclusions:Our review found that there were different forms of ADamong students in online learning namely plagiarism, cheating, collusion, and usingjockeys. Individual factors such as being lazy to learn, lack of ability, and poor aware-ness as well as situational factors including the influence of friends, the pressure ofthe courses, and ease of access to information were strongly associated with AD. Atechnology-based approach such as using plagiarism-checking software, multi-artifi-cial intelligence (AI) in a learning management system, computer adaptive tests, andonline proctoring as well as pedagogical-based approaches, such as implementing aresearch ethics course programme, and a re-design assessment form such as oral-based and dynamic assessment to reduce cheating behaviour and also socioculturaland sociotechnical adjustment related to the online assessment are reported toreduce AD and increase TA.
Implications:Educators should adjust the design of online learning and assessmentmethods as soon as possible. The identified gaps point towards unexplored study onAI, machine learning, learning analytics tools, and related issues of AD and TA in K12education could motivated future work in the field.