Publication record
- Original publication period
- July–December 2021
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Assessment integrity in online and modular classes is often framed as preventing cheating, although integrity also depends on whether the task measures the intended learning, preserves learner authorship, records relevant process, and supports a proportionate judgment. This conceptual review proposes an Assessment Evidence Integrity Model with five links: construct clarity, authentic task design, transparent conditions, corroborated authorship, and defensible interpretation. Evidence available through 2021 suggests that surveillance-heavy solutions can create privacy and access problems while failing to improve poor assessment design. The framework recommends varied application tasks, learner explanations, staged drafts, oral or written corroboration, assistance declarations, and low-stakes sampling across time. Security controls should be selected according to consequence and risk, with accessible alternatives and data minimization. The article distinguishes misconduct from collaboration, resource use, and household assistance permitted by design. It does not estimate dishonesty or validate an assessment system. Its contribution is a layered method for producing trustworthy evidence without assuming that one invigilated event is the only route to integrity.