Abstract

Academic assessment serves numerous functions: providing feedback for future instruction; communicating information about students’ achievement; facilitating placement decisions; documenting accomplishments for a wider audience; and, especially in the USA, evaluating the yearly progress of teachers and school districts. Although cheating is a problem on external assessments such as national exams, the focus of this chapter is on internal assessments teachers design or select, because cheating in this context more immediately disrupts the critical feedback function of assessment.