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Factors integral to the case: categorising qualitative factors to determine AI outcomes.

Factors integral to the case: categorising qualitative factors to determine AI outcomes. Tracey Bretag and Margaret Green University of South Australia. 4 th International Plagiarism Conference, Newcastle, June 21-23, 2010. context/aim. Many University policies allow ‘factors’ Should they?

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Factors integral to the case: categorising qualitative factors to determine AI outcomes.

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  1. Factors integral to the case: categorising qualitative factors to determine AI outcomes. Tracey Bretag and Margaret Green University of South Australia 4th International Plagiarism Conference, Newcastle, June 21-23, 2010

  2. context/aim • Many University policies allow ‘factors’ • Should they? • Do these factors influence outcomes? • Is so, then how? • How could we use this information?

  3. UniSA ‘factors’ (UniSA 2008) a) the extent of the misconduct b) the student’s intention and/or motivation c) contextual factors such as: i. stage/level of program ii. number of previous offences iii. student’s learning background d) convention of discipline e) the impact of a particular outcome on a student’s progression f) information provided to the student about academic integrity as part of their course g) where applicable, information about the student held on the academic misconduct database [previous offences]

  4. UniSA database https://my.unisa.edu.au/staff/aidb/ 110030006

  5. method Round 1: Collaboratively clustered in “types” Round 2: Separately allocated each breach into a cluster (some disagreement) Round 3: Collaboratively allocated each breach into a cluster Round 4: Cluster grouping finalised

  6. results/discussion

  7. Personal circumstance outside of UniSA policy 1.8% fell outside policy therefore minimal impact, but does allow for fairness (Bretag & Green 2009)

  8. relating to UniSA policy

  9. factors ‘outside’ UniSA policy Total of 33% Totally not covered by policy 21.4%

  10. further discussion/research • Why is AI education not working? • What impact does an AI breach have on a student? • How could the codes be further refined? • How could we use this information? • Are there areas for collaboration?

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