teachers can lessen the allure of taking shortcuts by solving for these conditions — figuring out, for instance, how to intrinsically motivate students to study by helping them connect with the material for its own sake. They can also help students see how an assignment will help them succeed in a future career. And they can design courses that prioritize deeper learning and competence. To alleviate testing pressure, teachers can make assignments more low-stakes and break them up into smaller pieces. They can also give students more opportunities in the classroom to practice the skills and review the knowledge being tested. And teachers should talk openly about academic honesty and the ethics of cheating. “I’ve found in my own teaching that if you approach your assignments in that way, then you don’t always have to be the police,” he said. Students are “more incentivized, just by the system, to not cheat.” With writing, teachers can ask students to submit smaller “checkpoint” assignments, such as outlines and handwritten notes and drafts that classmates can review and comment on. They can also rely more on oral exams and handwritten blue book assignments.
