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Deterring and detecting plagiarism workshop

Deterring and detecting plagiarism workshop. Judy Cohen, UELT. Defining plagiarism. University definition: Plagiarism: reproducing in any work submitted for assessment or review any material derived from work authored by another without clearly acknowledging the source. Academic Discipline.

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Deterring and detecting plagiarism workshop

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  1. Deterring and detecting plagiarism workshop Judy Cohen, UELT

  2. Defining plagiarism University definition: Plagiarism: reproducing in any work submitted for assessment or review • any material derived from work authored by another without clearly acknowledging the source

  3. Academic Discipline ‘Students are required to act with honesty and integrity’ regarding academic progress • Duplication of material (auto plagiarism) • Cheating in examinations • Attempting to influence an examiner or teacher improperly • Conspiring with others to reproduce the work of others without proper acknowledgement (copying/sharing) • Falsification of data/evidence

  4. Defining plagiarism: Annex 10 ‘The identification of plagiarism is an academic judgement, based on a comparison across the student's work in general, and/or on knowledge of the sources, of practice in the discipline and of expectations for professional conduct.’ Plagiarism may be established even if source not identified

  5. Defining plagiarism: Annex 10 • ‘Strict liability’: intention not relevant when establishing a case of plagiarism • Poor academic practice considered in penalties • Onus on student to use the material supplied by the University • Lack of understanding is not a defence

  6. Major or minor? • First offence: may issue formal warning only to Stage 1 u/g • First offence: warning and minor penalty • Poor practice • No intent to deceive

  7. Major or minor? • Existing formal warning • Number of offences- previous or contemporaneous • Contribution of assignment to module mark • Proportion of plagiarised work within the assignment • Evidence of intent to deceive

  8. Taken from Jude Carroll workshop 16/1/2013 University of Kent ‘Plagiarism Forum’ Cheating, intention to deceive Student knows, makes a mistake misconduct Student does not know the rules; student breaks the rules misuse misunderstanding

  9. Assessment design • Consider why students might plagiarise • Last minute rush • Can’t keep up • Who cares anyway? • Pressure to succeed • I can’t do it on my own! • I only need to pass (not learn) • ?? • See JISC report ‘Plagiarism detection and prevention’

  10. Strategies to deter plagiarism • Making an answer • not finding an answer • Focus on process (rather than product): • valuing it; making it visible • Authentication Checking • ‘Who did this work?’ Strategy Game from Jude Carroll’s Plagiarism Forum 16 Jan 2013

  11. Deterring plagiarism • Include opportunities for practice • Analytical or comparative writing tasks • Specific and current topics • Include information gathering skills (process) • Use essay banks as a teaching tool • Assess process in groupwork • Reflective writing

  12. Deterring plagiarism • Assess reading/noting skills • Open book exams • Vivas/orals • Individualised assignments • Engaging assessment tasks (eg Wiki exercise) • Peer assessment/audience • Include artefacts/drafts/plans • Time planning…

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