Unfortunately, often we cannot. Everybody lies at one time or another (Ford, 1996), and cheating is common in education (Cizek, 1999; Lathrop and Foss, 2000; Dick et al, 2003). (Bushweller, 1999) cites disturbing statistics such as that 70% of American high school seniors admit to cheating on at least one test, and 95% of the students who said they cheated were never caught. (Dick et al, 2003) reports 12 studies of cheating, mostly with college students, in which an average of 75% of students reported cheating sometime during their college career. Cizek (1999) also reports that cheating increased significantly in the second half of the twentieth century, and that cheating increases with the age of the student at least through age 25, which could have serious implications for distance learning with its often-older students. Cheating also has been observed to increase as the bandwidth (information per second) of the communications channel between assessor and assessee decreases; that is, people who feel more "distant" cheat more (George and Carlson, 1999; Burgoon et al, 2003). Online assessment has a narrower bandwidth than classroom assessment (instructors cannot watch students work, for instance) and the previous results suggest this might make cheating easier.