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‘ Designing-out’ plagiarism through assessment: where are we now?

‘ Designing-out’ plagiarism through assessment: where are we now?. Dr Erica Morris, Academic Lead: Assessment and Feedback, Employability. Structure of workshop. Academic integrity: institutional approaches re-visited Assessment: a pivotal role Policies, guidance: institutional examples

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‘ Designing-out’ plagiarism through assessment: where are we now?

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  1. ‘Designing-out’ plagiarism through assessment: where are we now? Dr Erica Morris, Academic Lead: Assessment and Feedback, Employability

  2. Structure of workshop • Academic integrity: institutional approaches re-visited • Assessment: a pivotal role • Policies, guidance: institutional examples • Advances in higher education • Implications for teaching, learning and assessment practice and policy • Assessment approaches and academic integrity issues • Group activity: assessment strategies • Question existing • Employing new • Addressing challenges • Plenary • Further work

  3. Workshop aims • Consider key developments in higher education and implications of these for academic integrity • Explore and question assessment strategies designed to address academic integrity issues • Relate these strategies to wider institutional policies for teaching, learning and assessment • Share practice and disciplinary perspectives, and identify potential assessment strategies

  4. Institutional approaches • Multifaceted, interconnected strategies and policies • Implementing procedures and applying penalties • Employing teaching, learning and assessment strategies • Integrating text-matching tools • Supporting staff development • Engaging and educating students • Bretag, et al (2011); East (2009); Hrasky and Kronenberg (2011); Macdonald and Carroll (2006)

  5. Institutional examples • London Metropolitan University • Avoiding certain practices ‘Focus on end product only’ • Designing-out ‘Include something specific ... personal/practical experience ... critical incident account, current affairs ... particular sources’ • University of Liverpool • ‘Change assessment regularly’ • Re-focus on learning outcomes ‘so that students are required to demonstrate analysis, evaluation and synthesis rather than simply knowledge and understanding’ • University Assessment Framework (2010, pp45-6) • Plagiarism, collusion and the fabrication of data guidelines (2011-12)

  6. Three key advances in higher education Implications for • Teaching, learning and assessment strategies • Academic integrity issues

  7. 1. Assessing for learning and employability • Assessment for learning • Significance of formative assessments and feedback • Using realistic or authentic assessments • Information leaflet, article review, learning log, news article, poster, group presentation, student-led seminar, live project • Group work, self and peer assessment • Butcher et al (2006); Bloxham and Boyd (2007)

  8. 2. Programme level assessment • Recent approaches and methodologies • Reviewing and enhancing assessment across a programme • Assessment standards: a manifesto for change • www.brookes.ac.uk/aske • TESTA: transforming the experience of students through assessment • - www.testa.ac.uk

  9. 3. Technology and tools • Changing assessment practice • eportfolios, blogs, wikis • Diagnostic and formative assessment • Text-matching tools • Moving to e-assessment • submission, feedback, marking ‘Technology provides only the potential for enhancing assessment ...Transformative effects are more likely when there is a clear educational purpose behind the proposed innovation ... and when technology is skilfully contextualised within the academic and wider social context’ (JISC, 2010, p9)

  10. Assessment approaches • Based on Hrasky and Kronenberg (2011, pp25-6)

  11. Activity: assessment strategies • Consider your context • Institutional policy and guidelines relevant to assessment • Key points to address academic integrity issues • Review existing practice • Question assessment strategies • Look at academic integrity issues in discipline or subject area • Identify new strategies to adopt • How to address potential challenges

  12. Group activity → plenary • Drawing on your experience • In groups • ‘Digester’ from each group • Consider your context • Review existing practice • Identify new strategies to adopt

  13. Further work

  14. Assessment strategies • Assignments that integrate practical or personal experience • Changing assessment tasks every year • Assess work produced in class • Oral presentations – part of assessment on written assignments • Innovative forms: posters, news article • Assess process in stages • Based on Hrasky and Kronenberg (2011)

  15. Resources Assessment Standards Knowledge exchange (ASKe) 1, 2, 3 leaflets http://www.brookes.ac.uk/aske/Resources/ Academy JISC Academic Integrity Service (2010) Supporting academic integrity: approaches and resources for higher education http://www.heacademy.ac.uk/resources/detail/academicintegrity/Supporting_academic_integrity_approaches_and_resources_for_HE The Higher Education Academy UK Centre for Bioscience (2009) Assessment: resources, references and tools for assessment in the biosciences http://www.bioscience.heacademy.ac.uk/ftp/resources/briefing/assessbrief.pdf The Higher Education Academy UK Physical Sciences Centre and Phil Race (2009) Designing assessment to improve Physical Sciences learning http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf The Higher Education Academy Psychology Network (2009) Psychology Teaching: Managing Academic Dishonesty http://www.psychology.heacademy.ac.uk/s.php?p=70&menu=publications Plagiarismadvice.org (2009) Developing assessment strategies which encourage original student work: an online guide http://www.plagiarismadvice.org/documents/briefingpaper

  16. References Bloxham, S. and Boyd, P. (2007) Developing Effective Assessment in Higher Education: a practical guide. Maidenhead, UK: Open University Press, McGraw-Hill Education. Bretag, T., Mahmud, S., Wallace, M., Walker, R., James, C., Green, M, East, J., McGowan, U., and Partridge, L. (2011a) Core elements of exemplary academic integrity policy in Australian higher education. International Journal of Educational Integrity, 7, 2, 3-12. Butcher, C., Davies, C. and Highton, M. (2006) Designing Learning. From module outline to effective teaching. London and New York: Routledge. Carroll, J. (2007) A Handbook for Deterring Plagiarism in Higher Education. 2nd ed. Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University. East, J. (2009) Aligning policy and practice: an approach to integrating academic integrity. Journal of Academic Language & Learning, 3(1), A38-A51. Hrasky, S. and Kronenberg, D. (2011) Curriculum redesign as a faculty-centred approach to plagiarism reduction. International Journal for Educational Integrity, 7, 2, 23-36. JISC (2010) Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback London Metropolitan University (Oct 2010) University assessment framework. Centre for Academic and Professional Development. Available from: www.londonmet.ac.uk/celt/learning-teaching-assessment/university-frameworks.cfm Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment and Evaluation in Higher Education. 31 (2), 233-245.

  17. References Morris, E. with Carroll, J. (2011) Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education. The Academy JISC Academic Integrity Service, The Higher Education Academy. Available from: http://www.heacademy.ac.uk/academic-integrity Morris et al 2010) Supporting academic integrity: approaches and resources for higher education. Available from: http://www.heacademy.ac.uk/resources/detail/academicintegrity/Supporting_academic_integrity_approaches_and_resources_for_HE Price, M., O’Donovan, B., Rust, C. and Carroll, J. (2008) Assessment Standards: A Manifesto for Change. The Brookes eJournal of Learning and Teaching. 2 (3). Available from: http://bejlt.brookes.ac.uk/article/assessment_standards_a_manifesto_for_change/. University of Liverpool (2011-12) Plagiarism, collusion and the fabrication of data: Guidelines for staff and students. Available from: www.liv.ac.uk/tqsd/pol_strat_cop/plagiarism_collusion_fabrication_guidelines.com Waycott, J., Gray, K., Clerehan, R., Hamilton, M., Richardson, J., Sheard, J. and Thompson, C. (2010) Implications for academic integrity of using web 2.0 for teaching, learning and assessment in higher education. International Journal for Educational Integrity, 6, 2, 8-18.

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