BOARD #120: WIP: Introducing frequent surprise exams to gradually foster academic integrity

Self-assessment is an intrinsic process in human development, present from birth and essential for the advancement of cognitive abilities. However, in the current Western educational system, assessments, which were originally a natural learning tool, have become activities that induce stress, anxiety, and nervousness in students. In response to this, researchers propose a pedagogical model where assessments are unannounced, requiring students to prepare continuously throughout the semester. This approach is complemented by activities that reinforce learning and preparation for tests. The model was applied in two civil engineering and two architecture courses, involving a total of 121 students, who completed a survey at the end of the semester regarding their experiences. The results showed that although over 85% of students initially felt nervous, the supporting activities were key in improving their understanding and boosting their confidence, which resulted in better test performance. Students reported feeling more secure in their knowledge by the end of the course due to continuous preparation throughout the semester. The authors discuss possible factors driving these results and propose ways institutions could implement similar pedagogical strategies to foster academic integrity and improve overall educational outcomes.