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Approaches to Detecting and Coping with Plagiarism Dr Roger Penlington Northumbria University

School of Computing, Engineering and Information Sciences Centre for Excellence in Teaching and Learning - Assessment for Learning. Approaches to Detecting and Coping with Plagiarism Dr Roger Penlington Northumbria University. Two issues for consideration; detection prevention

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Approaches to Detecting and Coping with Plagiarism Dr Roger Penlington Northumbria University

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  1. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning Approaches to Detecting and Coping with Plagiarism Dr Roger PenlingtonNorthumbria University

  2. Two issues for consideration; • detection • prevention • but is this supporting learning? School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  3. Can detection tools be used to aid understanding? If you believe that your students are not intentionally attempting to cheat - then yes. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  4. Can detection tools be used to aid understanding? If you believe that your students are not intentionally attempting to cheat - then yes. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  5. Where to start? - understand the problem • Students are rightly confused by plagiarism, in their prior learning it may well have been called ‘research’ - illustrating the fine line between collaborative working and plagiarism. • Examples from university regulations include; • inclusion in a student’s work of more than a single phrase from another person’s work.... • summarising another person’s work by simply changing a few words or order of presentation.... • use of another person’s ideas....summarised from Academic Regulations for Northumbria Awards School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  6. Inform - dispel the myths Practice - ‘have a go’ and learn from the feedback Assess - with rigour and confidence School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  7. Plagiarism detection tools may be used to develop students understanding of both plagiarism and assessment. It is important that students understand that they are not being assessed on what information they can find but rather what they can do with this information. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  8. Detection tools; • Lecturers subject knowledge, • Search Engines, • Specialist detection services/software School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  9. JISC Plagiarism Advisory Service, • On-line advice and resources: • Guidance and advice– including comprehensive advice for students • TurnitinUK detection software;Enables staff and students to compare their work against electronic sources and other students work. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  10. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning • http://www.jiscpas.ac.uk/

  11. Three steps; • assessment design, balance generic and specific knowledge which requires development and argument • self/guided evaluation of electronic drafts, this strongly encourages students to plan their work • confidence in final submission students are more aware of what is expected of them School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  12. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  13. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  14. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  15. Staff comments; • “a very useful formative tool to which the students’ response was positive” • “students find that it made the concepts of plagiarism & referencing easier to understand” • “helped to give confidence to use their own words” School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  16. General issues; • students need to understand how to productively use feedback, • some students will become concerned with ‘common knowledge’, ‘genuine mistakes’ or ‘beating the system’ • colleagues not using the system need to understand and also reinforce the plagiarism message School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

  17. School of Computing, Engineering and Information SciencesCentre for Excellence in Teaching and Learning - Assessment for Learning

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