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My students keep asking me if their first test is going to use Respondus or another locked browser and I am just...am I the only one who is just kind of creeped out by that stuff? They seem surprised when I say 'no' so I guess a lot of people make students use that software?
I just reoriented by tests towards synthetic skills - essay writing, IDs with an emphasis on significance - where trying to cheat isn't likely to be very helpful...and that's it. My averages have barely budged, so if my students are crazy cheating, they're bad at it?
This is very similar to experience - surprise from several students (usually from STEM subjects it seems?) that I just allow open book tests all the time, plus I’ve increased emphasis on synthetic skills/ reflective assignments. The stories I have heard about surveillance 
I refuse to use any of the surveillance software, particularly for history classes. Where I do fact-based testing, I generally a) make it a small portion of the grade, b) allow open-book, and c) allow re-takes. The larger portion of the grade tests synthetic skills.
I feel like history as a craft is a difficult thing to even cheat at after a point. Oh sure there's dates and names but after a point you're talking theory and historiography and there's no way multiple choice would makes sense.
I guess not citing your sources and straight plagiarism would be a more serious kind of cheating.
Correct instinct, young Jedi
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