"Instead of asking 'How can we prevent students from cheating?' we ought to ask why they are cheating in the first place," write Denise Pope and Drew Schrader. Indeed, no small number of commentators have been asking exactly that. As the authors note, a "transactional model often teaches students to prioritize grades and test scores over individual curiosity, deep learning and integrity." We can address this if we "value each student for their unique identities and assets, make space for educators to invest in relationships," they argue. In other words, "we need to increase students' genuine engagement and deepen their sense of belonging in order to change their motivations and mitigate cheating." Well, that's one way, perhaps. It is by no means the only suggestion on offer. And it strikes me as one of the more manipulative methods.
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