http://www.stephenp.net/2008/10/31/universities-review-plagiarism-policies-to-catch-facebook-cheats/ A specialist in inquiry-based, work-focussed, online supported learning Sat, 13 Mar 2010 14:52:33 +0000 http://wordpress.org/?v=2.7 hourly 1 http://www.stephenp.net/2008/10/31/universities-review-plagiarism-policies-to-catch-facebook-cheats/comment-page-1/#comment-139008 Stephen Powell Wed, 12 Nov 2008 13:02:13 +0000 http://www.stephenp.net/?p=353#comment-139008 "what do you mean by more authentic forms of assessment" - I suppose the jargon might be assessment for learning and in work-based context this is fairly straight forward. However, in other contexts it would be the things that students do to achieve a given end (whoever the giver is). “what do you mean by more authentic forms of assessment” - I suppose the jargon might be assessment for learning and in work-based context this is fairly straight forward. However, in other contexts it would be the things that students do to achieve a given end (whoever the giver is).

]]> http://www.stephenp.net/2008/10/31/universities-review-plagiarism-policies-to-catch-facebook-cheats/comment-page-1/#comment-137209 Ian Thu, 06 Nov 2008 17:57:06 +0000 http://www.stephenp.net/?p=353#comment-137209 Hi Stephen, I agree the solutions you mention are not well thought out, what do you mean by more authentic forms of assessment ? I see how requiring say use of rich media and the patchwork text approach to constructing assessment products can go some way towards making plagiarism more difficult; where tutors who acompany the students on their journey through a module are also the assessors it can also be fairly obvious when students have err borrowed words from elsewhere and failed to atibute them in their assessment products, writing in different voices or disparity in conceptualisation can be identified by those familiar with the students past work and day to day communications... what else might help ? I think the time we are theoretically alloted to assess HE work is to short for both assessing and being rigorous in detecting plagiarism. It is time consuming and not foolproof copying and pasting chunks of text into a search engine and checking through the results to identify alignment with other online text. It is not always practical to check in the depth required for example where students have paid subscription to closed communities and drawn from within them to inform their work. Hi Stephen, I agree the solutions you mention are not well thought out, what do you mean by more authentic forms of assessment ? I see how requiring say use of rich media and the patchwork text approach to constructing assessment products can go some way towards making plagiarism more difficult; where tutors who acompany the students on their journey through a module are also the assessors it can also be fairly obvious when students have err borrowed words from elsewhere and failed to atibute them in their assessment products, writing in different voices or disparity in conceptualisation can be identified by those familiar with the students past work and day to day communications… what else might help ? I think the time we are theoretically alloted to assess HE work is to short for both assessing and being rigorous in detecting plagiarism. It is time consuming and not foolproof copying and pasting chunks of text into a search engine and checking through the results to identify alignment with other online text. It is not always practical to check in the depth required for example where students have paid subscription to closed communities and drawn from within them to inform their work.

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