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Plagiarism

What Are We Talking About?. Pressure: Time. Pressure: Grades. Intent. Intent. Pressure: Time. Ease. Ease. Teacher Choices. Student Choices. Culture. Plagiarism. Systems. Assignments. Turnitin.com. Honor Codes. Assumptions. Failing, rewriting?. Ethics Gap. Expectations.

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Plagiarism

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  1. What Are We Talking About? Pressure: Time Pressure: Grades Intent Intent Pressure: Time Ease Ease Teacher Choices Student Choices Culture Plagiarism Systems Assignments Turnitin.com Honor Codes Assumptions Failing, rewriting? Ethics Gap Expectations Punitive response

  2. Does Turnitin.com work?

  3. Does Turnitin.com work? Sample results from Penn State, 2005

  4. Reduces Plagiarism Increases Learning Honor Code as a part of school culture Honor Code Turnitin.com as a teaching tool Turnitin.com Standardized Expectations and Response Strict Consequences

  5. Plagiarism: What can we do as a community? Plagiarism: What are our concerns? Learning Are students accountable? Does the system work? Is the work challenging? Fairness Are students learning? Are students learning? Consequences Teachers Students Admin. Parents Am I being treated fairly? Will this affect future success? What if I make a mistake? Are policies fair? What happens if…?

  6. Failure? Rewriting? Discussion? Two-strike systems? Strict consequences

  7. “The common use of the zero today is based not on a four-point scale but on a 100 point scale. The defies logic and mathematical accuracy…when the grade of zero is applied to a 100-point scale, the interval between D and F is not 10 points but 60 points…even if we want to punish the little miscreants who fail our assignments—and I admit that on more than one occasion with both my students and my own children, my emotions have run in that direction—then what is the fair, appropriate, and mathematically accurate punishment?” --Douglas B. Reeves, “The Case Against the Zero,” Phi Delta Kappan(2004)

  8. Making the Grade Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. The ultimate goal of authentic assessment must be the elimination of grades. -Alfie Kohn

  9. Case Study: ROTC

  10. Study Guide Questions 4.4 and 4.6

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