COVID-19, Porta Aberta à Fraude Académica?

Caso de Estudo na Avaliação Escrita de Língua Francesa

Abstract

The Covid19 pandemic constrained the population to confinement leading to teleworking and distance learning. This situation brought us a problem, the fraud in academic context, a theme raised in the school and university and expanded in the media. From this event, this study emerges, whose main objective is to investigate, in a concrete study, whether there were actually cases of fraud during the distance assessments that have been talked about during the pandemic period due to Covid19. For this purpose, after a series of student tests, a data collection was carried out on the written components of the French language carried out at a distance, during the first confinement, in one of the A2 French classes of a higher education institution. The study analyses, at first, the differences in scores obtained from a test carried out at a distance and from a test carried out in person, in a time span of just over a month.

The relevance of the differences obtained was based on the differences in the scores of the previous year and those of the following year. The observance of this first survey proved to be inconclusive, with the need to resort, at a later time, to the survey of the grades of each written competence, followed by a linguistic analysis of the competence of the written production where there was a greater interval between the grade obtained in the test 1 and that obtained in test 2. As a result of the linguistic analysis, the difference in competences emanating, in terms of written production, from each of the productions of the same student was evident.