Exams can be a very stressful occurrence for people of all ages, especially high schoolers. They are composed of an abundance of recently learned material and tend to account for the majority of students’ grades. During tests, students usually face great anxiety because of the impact that it has on their grades.This anxiety can lead to them taking unprecedented measures. When students cannot recall information for the test, they might be tempted to attempt to cheat. Recently, I was faced with such a situation; I was struggling to recall the test’s information and out of the corner of my eye, on the bottom shelf of a desk, appeared a friend’s review sheet. I thankfully chose not to use that sheet. The decision not to cheat was not only morally …show more content…
The proctoring teacher would have noticed and would have hurried over to immediately, halt the cheating, and punish me. While running over, the teacher would have most likely screamed at me to admonish me of my action. I would have immediately stopped and looked up to see the teacher and the entirety of the class shamefully looking at me contemptuously. Cheating would have greatly damaged my moral reputation because it would have shown that I am willing to make unethical decisions to improve my grade. My peers and classmates would have lost a certain amount of respect for me, this would have caused me to have greatly regretted my …show more content…
By successfully cheating, I would have received the benefits of a higher test score, but the consequences would have outweighed the benefits. I would have felt a great sense of guilt for committing an act that is strictly prohibited and frowned upon in all schools and environments. This sense of guilt would have continued to haunt my thoughts for a very long period of time. This continuous sense of guilt would have caused me to regret my unethical actions. By cheating on a test, I would have suffered the dire consequences of constant guilt and a constant reminder of my actions which would have greatly blemished my
Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. “Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing America's children” (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by “encouraging teachers to view upcoming test forms before they are administered” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). If teachers can view a test before it is administered, they can teach to the test so that their students’ scores are higher. Teachers who have viewed the test can then “drill students on actual upcoming test items” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). This is morally wrong since teachers who do not have the access to an actual test or those who refuse to view it do not know what would be on the test and cover a broad domain of material, not just specifics.
Mari Pearlman states, “Cheating in school reflects a basic confusion in society. By emphasizing the wrong things in student testing, we end up inviting a culture of compromise. Teachers are particularly frustrated when parents reveal at home some pride in beating the system- cheating on income taxes, fooling a boss or
In conclusion, cheating is a dishonest action, and its effects could tremendously impact other people around. Alerting authority figures about dishonesty actions can help motivate students to learn the subjects thoroughly and build meaningful life experiences. Although we might lose a friendship, but in the long run, friends will be thankful, since who knows if they are in a situation, where they actually need to use their knowledge, in the workforce they are
In the contemporary American education system high-stakes standardized testing has resulted in a focus on extensive test preparation, as well as a large increase in the numbers of teachers cheating by alternating their students' test scores. Both these phenomena are a direct consequence of the incentives and punishments directly linked to standardized test results.
Take out your sticky notes, electronic devices, or the magic markers to write with on the palms of your hands. Look over at your classmate’s paper and copy the “correct” answers for the quiz questions one through ten. Hand in your quiz into your teacher early, and then lay your head on your desk and go to sleep. Does that ring a bell? The topic being focused on is cheating. Not the type of cheating where you break your boyfriend, or girlfriend’s heart. This discussion is based on the cheating a lot of students practice in class, “academic cheating” to be precise. Academic cheating is defined as representing someone else's work as your own. It can take many forms, including sharing another student’s work, purchasing a term paper or test questions in advance, or paying another student to do the work for you.(ETS/AD Council) 70% of public high school students admit to serious test cheating. 60% say they have plagiarized papers. Only 50% of private school students, however, admit to this. (McCabe)
There is an ever broadening problem spreading throughout colleges all across America: cheating. Is it a serious offence or just a harmless crime? Cheating is on the rise, but schools and colleges are not far behind with ways of dealing with it. Mark Clayton deals with this issue in his essay entitled “A Whole Lot of Cheatin’ Going On.”
Some students are bombarded with assignments and tests which are sometimes due in short period of times. I have recently interviewed a friend of mines, second-year medical students at the University of West Indies Mona, who said the workload is heavy but manageable once you organize yourself properly. But of course, this is his opinion, to others, it may not be that easy. We asked him, “Have you ever cheated?” To this day, the answer is yet to come. I decided to interview a family member this time, a Lawyer, who graduated from two prestigious universities, Stanford University and Harvard University. She remembered the workload she faced while studying, the stress it brought. She admitted to cheating on two tests in her university life and regret that she ever did. She further went on and said cheating is a choice, no matter the situation you should work hard and accept the grade you get because that is what you worked for. With the workload being too heavy, some students would only work towards the requirement needed to pass the class other that trying to completely understand the lesson being taught. In addition, students would not work as efficiently as they should, and this will lead to students cheating just to pass the
Cheating is a big issue that has reached the most competitive campuses around the United States. It is increasing more and more with the new technology that we have in the 21st century because students have easy access to many sources of information. Cheating is something all students have done at some point in their lives, but as they reach a higher academic level, they are faced with more rigorous consequences that can affect their futures in many different ways. Cheating might be seen as an easy way to obtain a good grade, get into a good college, or maintain scholarships or financial aid, but the consequences could affect the life and the future of the student.
The teacher could let the student away with the cheating knowing that his job may be on the line – that is a lot to ask, but letting the student get away with is also could put the student at a disadvantage later on. A lot of ambiguity with this
I would like use Rule utilitarianism and Kantian deontology to help determine what course of action could be morally justifiable in this case. Rule utilitarianism says “A person ought to act in accordance with the rule that, if generally followed, would produce the greatest balance of good over evil, everyone considered.” (Mappes & Degrazia, 13) So according to rule utilitarianism, when one faces a moral dilemma one should map out the consequences of one’s action and then act in so as to produce the greatest net amount of utility or happiness. So if I was faced with a moral dilemma concerning whether or not I should cheat on an exam, I should follow the rule that creates maximum happiness, which in this case would be that I should not cheat because if every one in the world cheated on every exam then there wouldn’t be a need to take or give exams. There would no longer be a dependable system to gauge a student’s knowledge on a subject. Kantian deontology however follows a different path. According to this moral theory, consequences are of no matter and duty is what is important. (Lecture, 01/27) Just as in rule utilitarianism, Kant says that an act can be considered morally right when it is in observance with a rule. This rule, however, must satisfy the conditions of what he calls the categorical imperative. There are three formulations of the categorical imperative (Lecture 01/27) that each maxim or rule must adhere to. Firstly, “Act only according to that maxim by which you can at the same time will that it should become a u...
Cheating is defined as to "deceive by trickery" or "to act dishonestly, practicing fraud." (Merriam-Webster's Collegiate Dictionary, 1993). A recent survey has shown an overwhelming majority of students have cheated. They, however, have justified their actions and do not believe that is a “big deal” (Cheating is a Personal Foul, 1999).
The test is supposed to give students the incentive to study, but instead it seems to be giving teachers the incentive to cheat. If their students do well they are praised, promoted, and sometimes even given a monetary bonus. So teachers have found many different ways to cheat the system: give students extra time, teach to the test, fill in the blanks for students after they have left the room, or erase the wrong answers and fill in right
"I’m preparing for the real world. Business is unethical. Cheating is just good training. I’ll be better able to handle what’s put at me when I get out." "‘Oh, it’ll only be this once’ or ‘Everyone else does it, so why shouldn’t I?’" Sly glances at a neighbor’s work, an open book on the lap, or even high-technology methods—the resources of the cheater are many and varied. Whatever the methods, there are many statements like those above to justify cheating. For example, in the United States, surveys show that more than half of all students cheat, or have cheated, during their school years.
Everything goes as planned during the test and the boy ends up getting a perfect score. Why would the boy cheat? Well most thoughts would be because he is lazy, didn’t pay attention in class, or other reasons that focus on the individual’s own internal setbacks. While this thought process makes sense, it is not the only reason to cheat. Cheating can come from many environmental circumstances outside of the
Everyone has cheated before, whether it be on a test, on a significant other, or even cheated yourself out of an opportunity. Cheating in todays society is wrong, or at least that is what everyone wants you to believe. Societal norms don't really define any such act of cheating but the categories and severity of said cheating are definitely a subject of debate. Conscious decision making is required for one to cheat, disparity could play a role; however, in the end the individual cheating has a choice, and morals will decide your eventual fate. Today I will recount a time in which I used cheating as a tool to gain success for something I could not succeed in, and paid a significant price for my actions.