AbstractAs the use of computers in scholastic disciplines has grown and matured, so have many related issues involving academic integrity. Although the now rather commonplace risks of security breaches are real and still occur, this type of violation has become a small part of an insidious spectrum of creative computer-based student offenses. Academic institutions have responded to this threat by developing integrity policies that typically use punitive methods to discourage cheating, plagiarism and other forms of misconduct. In December 1997, the Testing Center staff at New Jersey's Mercer County Community College discovered that eight calculus students had been issued variants of a multi-version multiple-choice test, but submitted responses that were appropriate for a completely different set of questions. By falsely coding the test version, they triggered computer scoring of their responses as if they had been given a version of the test which they in fact had never been given. The students were suspended and the Center restructured its system to thwart this sort of deception. This particular incident is noteworthy, because it demonstrates the technological savvy used to circumvent the grading in a course whose tuition was a mere $300 and whose knowledge was essential for further studies. The motivation of assignments and exams should be the reinforcement of comprehension of the course material and assessment of student progress.