I'm comfortable with that. I don't think rationality == altruism, but I do think if altruism is your preference than it's irrational to not be altruistic, and I further think the typical human prefers to be altruistic even if they don't realize it yet. I think altruistic humans are happier than non-altruistic ones, and the "warm fuzzy" variants of altruism cause happiness. (Cheating is like the anti warm fuzzy. It is a cold slimy.)
Like I said
Rationality is winning, but winning is having the world arranged according to your preferences and most people's preferences include moral preferences.
Absent that last clause, you can get into a debate about when altruism is-and-is-not rational (and at that point we're not talking about morality and we are talking about game theory, so we should stop using the word "altruism" and instead use "cooperation"), but since we're all human beings here I implicitly took it as a terminal value. I agree that there can be rational minds that do not work that way.
When I hear something like "What's going to be on the exam?", part of me gets indignant. WHAT?!?! You're defeating the whole point of the exam! You're committing the Deadly Sin of Overfitting!
Let me step back and explain my view of exams.
When I take a class, my goal is to learn the material. Exams are a way to answer the question, "How well did I learn the material?"[1]. But exams are only a few hours long, so it's unfeasible to have questions on all of the material. To deal with this time constraint, an exam takes a random sample of the material and gives me a "statistical" rather than "perfect" answer to the question, "How well did I learn the material?"
If I know in advance what topics will be covered on the exam, and if I then prepare for the exam by learning only those topics, then I am screwing up this whole process. By doing very well on the exam, I get the information, "Congratulations! You learned the material covered on the exam very well." But who knows how well I learned the material covered in class as a whole? This is a textbook case of overfitting.
To be clear, I don't necessarily lose respect for someone who asks, "What's going to be on the exam?". I understand that different people have different priorities[2], and that's fine by me. But if you're taking a class because you truly want to learn the material, in spite of any sacrifices that you might have to make to do so[3], then I'd like to encourage you not to "study for the test". I'd like to encourage you not to overfit.
[1] When I say "learned", I mean in the "Feynman" sense, not in the "teacher's password" sense. I believe that a necessary (but not sufficient) condition for an exam to check for this kind of learning is to have problems that I've never seen before.
[2] Someone might care much more about getting into medical school than, say, mastering classical mechanics. I respect that choice, and I acknowledge that someone might be in a system where getting a good grade in physics is required for getting into medical school, even though mastering classical mechanics isn't required for becoming a good doctor.
[3] There were a few terms when I felt like I did a really good job of learning the material (conveniently, I also got really good grades during these terms). But for these terms, one (or both) of the following would happen: