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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/1780

Title: Keeping the wolves from the doors… wolves in sheep’s clothing, that is
Authors: Frohlich, Robert
Keywords: Cryptography
Issue Date: 2000
Publisher: © Loughborough University
Citation: FROHLICH, R., 2000. Keeping the wolves from the doors… wolves in sheep’s clothing, that is. Proceedings of the 4th CAA Conference, Loughborough: Loughborough University
Abstract: In traditional face-to-face environments, we have been able to confirm the identity of students who are undertaking assessment. We have also been able to ensure the security of the exam papers and scripts during examination processes, including the transportation to and from the exam hall. These security issues have been moved into a state of flux with the use of flexible delivery methods. Students may now be scattered from one side of the globe to the other. Is it realistic to require foreign students to attend examinations at the Institution originating the course, or even to attend authorised examination centres within their country of residence? Is it even feasible to establish authorised examination centres at all locations where students may possibly study? With computer assisted assessment, conducted on-line, it is now possible for students to participate in assessment tasks and examinations from any location on the planet. However, how do we authenticate and invigilate these assessment processes? Is it the actual candidate, sitting the exam or participating in the assessment? How can we ensure that the person sitting at the computer is in fact the intended student? This paper examines the emerging new media communication hybrid technologies and devices, including authentication and cryptographic technologies, and highlights how these may be effective for the facilitation of Authenticated Secure On-line Computer Assisted Assessment (ASOCAA). These authentication and security methods will empower educators to construct more flexible assessment environments, where all participants (both faculty and students), can be assured that the assessment process is secure and authentic. This in turn will provide a richer learning experience for students undertaking flexible and distance learning.
Description: This is a conference paper.
URI: https://dspace.lboro.ac.uk/2134/1780
Appears in Collections:CAA Conference

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