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Rethinking Assessment: Embracing the Benefits of Plagiarism in Education

Join Phil Davies from the University of Glamorgan's School of Computing for an enlightening workshop on the complex relationship between plagiarism and assessment in education. Explore how academic cheating often involves peer dynamics and considerations of student pressures. Discover strategies to prevent plagiarism and how allowing a degree of copying can encourage learning and peer support. By understanding the motivations behind plagiarism, educators can restructure assessment methods to foster genuine learning outcomes while maintaining academic integrity.

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Rethinking Assessment: Embracing the Benefits of Plagiarism in Education

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Presentation Transcript

  1. The Benefits from Allowing Plagiarism Workshop Facilitator Phil Davies School of Computing University of Glamorgan

  2. ASSESSMENT • Plagiarism linked to assessment • Cheating • Who are the students cheating? • Other students!!!! • Will other student “shop” their peers to the authorities (lecturers) …. NOT THE DONE THING

  3. Prevention is better than detection • If the students know they will be caught, or there’s a good chance they’ll be caught, will they still cheat • Lecturers too busy to check sources

  4. Computerised Peer Assessment • CAP system • OLAL … MCQ tests either side of marking process • Award marks for ability in marking • Students viewing assessment from the tutors point of view

  5. Benefits • Students look at resources found by others • Students “copy” good practices of others • Students identify plagiarism of others • Students REPORT on plagiarism of others • Students enjoy “shopping” their peers • Students do NOT enjoy comments of peers • Students do NOT like being caught!!!

  6. Why do students plagiarise? • Limits of time to do work • Pressures of work / jobs • Copy from Web NOT from each other • Is it the assessors fault? • Set work that can be easily plagiarised • Easier to mark

  7. Do they learn by copying? • Having read the information from the web, they understand it, so they reproduce it • “Why bother re-wording it when it is written so well already” • “Why waste my time re-wording it, when I could be learning instead” • Assessment - ability to hide plagiarism

  8. Weaker Students Benefit • Weak at start of module • Prior knowledge should not be assessed • Weaker students use peer support • The end justifies the means • Single assessment at the end • Will the students produce quality work throughout the module if no credit gained

  9. Summary • Peer support / assessment / detection • Let them learn through plagiarising • Assessment process must be re-structured • How do we assess? • Examinations • Essays (Writing skills NOT Understanding) • Continuous multiple-assessment of understanding until they get it right

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