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Curriculum redesign as a faculty-centred approach to plagiarism reduction

Curriculum redesign as a faculty-centred approach to plagiarism reduction Sue Hrasky & David Kronenberg University of Tasmania. Motivation the inherent nature of the problem mis-matched responses? a joint responsibility?. Our aims:

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Curriculum redesign as a faculty-centred approach to plagiarism reduction

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  1. Curriculum redesign as a faculty-centred approach to plagiarism reduction Sue Hrasky & David Kronenberg University of Tasmania

  2. Motivation the inherent nature of the problem mis-matched responses? a joint responsibility?

  3. Our aims: • to determine whether staff beliefs appear to underpin attitudes and actions • to document actual practices in one university to assess existing responses • to identify which strategies staff see as being more (or less) effective • to identify the key impediments to implementing innovative assessment strategies

  4. The AUTC recommendation a four-part strategy comprising: • a collaborative effort at all levels • educating students appropriately • designing assessment such that the possibility of plagiarism is minimised • highly visible detection and monitoring procedures with appropriate punitive measures

  5. Assessment strategies? need to consider whatquestion focus? parts of the process to assess? how innovative modes? when more often? less often?

  6. Our research questions: RQ1: Which of a range of strategies aimed at educating students and making expectations clear are… RQ2: Which of a range of strategies aimed at visibly monitoring, detecting and responding to incidences of plagiarism are … RQ3: Which of a range of strategies aimed at designing assessment to minimise opportunities for plagiarism are … i used ii considered effective iii likely to be used in the future?

  7. Our research questions: RQ4: Is the propensity to adopt a particular assessment strategy correlated with beliefs held as to why students plagiarise? RQ5: Is the propensity to adopt a particular assessment strategy correlated with attitudes about potential factors that might impede attempts to redesign assessment to minimise opportunities for plagiarism?

  8. Method Questionnaire to teaching academics at the University of Tasmania Provided the University’s definition of plagiarism the stealing or passing off as one's own (the idea or words of another); use (a created production) without crediting the source; to commit literary theft; present as new and original an idea or product derived from an existing source (Webster's Third New International Dictionary of the English Language, Unabridged, p. 1728). And then asked six sets of questions

  9. Set 1: reasons for plagiarism (Park, 2003; Hart & Freisner 2004) Set 2: educate and communicate Set 3: monitor and detect Set 4: curriculum design Set 5: impediments to assessment redesign(Devlin, 2003; Stoney & McMahon 2004; Bretag, 2005; Hughes, 2009) Set 6: Demographics

  10. RQ1: Education and communication strategies

  11. RQ2: Monitoring, detecting and responding

  12. RQ3: Assessment design

  13. The top five ranked strategies were: • Teach the skills of referencing and citation (4.35) • Teach skills of critical analysis and building an argument (4.29) • Use essay/assignment topics that integrate theory and examples or use personal experience (4.22) • Change the assessment tasks from year to year (4.21) • Include mini-assignments that require students to demonstrate skills in summarising, paraphrasing, critical analysis, argumentation, referencing and/or citation (4.11)

  14. Significant correlation in each case between use of a strategy and perceptions about its effectiveness and future use and effectiveness and these was higher than those for current use lack of awareness? impediments?

  15. RQ4: are strategies correlated with beliefs about causes of plagiarism? In three cases, yes, positively In two cases, yes negatively

  16. Impediments?

  17. But only two cases of negative correlation between use and impediments (that were rated as impediments) Insufficient time and oral assessment avoiding tasks that ask student simply to collect, describe and present information

  18. But cases where “non”-impediments were correlated with reduced use of a strategy Student evaluations and stakeholder expectations negatively correlated with using alternatives to the standard essay So resources and perceptions of others have an impact?

  19. So some issues? awareness inertia cause-effect logic

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