4 research outputs found

    A Classification of Threats to Remote Online Examinations

    Get PDF
    This document is the Accepted Manuscript version of the following paper: Abrar Ullah, Hannah Xiao, and Trevor Barker, ‘A Classification of Threats to Remote Online Examinations’, in Proceedings of the 2016 IEEE 7th Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON), 13-15 October 2016, Vancouver, Canada. Published by IEEE, available online via http://ieeexplore.ieee.org/document/7746085/ Copyright © 2016, IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Summative online examinations is a high stake process which faces many security threats. The lack of face-toface interaction, monitoring or invigilation motivates many threats, which includes intrusion by hackers and collusion by students. This paper is based on a survey of literature to present a threat classification using security abuse case scenarios. Collusion is one of the challenging threats, when a student invites a third party collaborator to impersonate or aid a student to take an online test. While mitigation of all types of threats is important, the risk of collusion is increasingly challenging because it is difficult to detect such attacks.Final Accepted Versio

    A Unified Framework for Measuring a Network's Mean Time-to-Compromise

    Get PDF
    Measuring the mean time-to-compromise provides important insights for understanding a network's weaknesses and for guiding corresponding defense approaches. Most existing network security metrics only deal with the threats of known vulnerabilities and cannot handle zero day attacks with consistent semantics. In this thesis, we propose a unified framework for measuring a network's mean time-to-compromise by considering both known, and zero day attacks. Specifically, we first devise models of the mean time for discovering and exploiting individual vulnerabilities. Unlike existing approaches, we replace the generic state transition model with a more vulnerability-specific graphical model. We then employ Bayesian networks to derive the overall mean time-to-compromise by aggregating the results of individual vulnerabilities. Finally, we demonstrate the framework's practical application to network hardening through case studies

    Security and Usability of Authentication by Challenge Questions in Online Examination

    Get PDF
    Online examinations are an integral component of many online learning environments and a high-stake process for students, teachers and educational institutions. They are the target of many security threats, including intrusion by hackers and collusion. Collu-sion happens when a student invites a third party to impersonate him/her in an online test, or to abet with the exam questions. This research proposed a profile-based chal-lenge question approach to create and consolidate a student’s profile during the learning process, to be used for authentication in the examination process. The pro-posed method was investigated in six research studies using a usability test method and a risk-based security assessment method, in order to investigate usability attributes and security threats. The findings of the studies revealed that text-based questions are prone to usability issues such as ambiguity, syntactic variation, and spelling mistakes. The results of a usability analysis suggested that image-based questions are more usable than text-based questions (p < 0.01). The findings identified that dynamic profile questions are more efficient and effective than text-based and image-based questions (p < 0.01). Since text-based questions are associated with an individual’s personal information, they are prone to being shared with impersonators. An increase in the numbers of chal-lenge questions being shared showed a significant linear trend (p < 0.01) and increased the success of an impersonation attack. An increase in the database size decreased the success of an impersonation attack with a significant linear trend (p < 0.01). The security analysis of dynamic profile questions revealed that an impersonation attack was not successful when a student shared credentials using email asynchronously. However, a similar attack was successful when a student and impersonator shared information in real time using mobile phones. The response time in this attack was significantly different when a genuine student responded to his challenge questions (p < 0.01). The security analysis revealed that the use of dynamic profile questions in a proctored exam can influence impersonation and abetting. This view was supported by online programme tutors in a focus group study
    corecore