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Managing plagiarism cases Managing plagiarism cases

Managing plagiarism cases - PowerPoint Presentation

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Managing plagiarism cases - PPT Presentation

generic issues and Kentspecific procedures Jude Carroll for The University of Kent January 2013 A quick intro activity Into 2s Look at the cases before you Look at the levels of severity ID: 442412

cases university inconsistency students university cases students inconsistency essay knowing kent words report approach matches holistic minutes chunk

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Slide1

Managing plagiarism cases

generic issues and Kent-specific procedures

Jude Carroll for

The University of Kent, January 2013Slide2

A quick intro activity

Into 2’s

Look at the cases before you.

Look at the levels of severity

Choose the level.

Write your choice on the whiteboardSlide3

1. Final year dissertation.

Turnitin

report shows 47% matches and when that is checked, 20% is the bibliography. 27% matches material in

Turnitin

.  

The 27% is in two chunks of 14% and 13% each.  The 13% ‘chunk’ is in the discussion and conclusion section of the dissertation.The 13% ‘chunk’ replicates exactly the words of a student in 2011 at another UK university.  

2. A coursework (essay) worth 50% of the module mark.

 The marker spots strong similarities with a standard text (not digitalised for checking).  

Text and student: Same order of points, same headings, same examples and analogies, same or similar words for three of the 8 pages of the essay.

The essay topic is technical: to describe a well-used process in the discipline.

This happens in Year, semester 1.Slide4

Principles for case management

Fairness

Transparency

Realistic work load

Minimal ‘pain’ to the one who spots it

ConsistencyRecorded [and evaluated for meeting the above]challenging, but achievableSlide5

Mechanisms for achieving principles

Fairness

Transparency

Realistic workload

Minimal ‘pain’

ConsistencyRecordedHolistic approach

Criteria-based decisions

Systems and specialists

Referral

Focus for this session

Central recording mechanismsSlide6

The Holistic approach

Clear

definition

[Knowing what….]

‘Rules of the game’

:

informing

students

Skills

practice : [Knowing how]

Designing

programmes

& assessments

to discourage copying, finding, fakingSpotting it when it happensDealing with cases: fast, fair, defensible, consistentSlide7

Inconsistency can happen at many places: for students

knowing what

plagiarism is

having skills

for scholarship/ use of sources

encountering well-designed assessments‘open eyes’ culture for detectionuse and understanding of Turnitinpenalties awarded

What would lead to greater consistency for students?Slide8

Problem-solving groups (15 minutes)

Focus on your ‘point of inconsistency’ for students

Is there evidence that this aspect causes inconsistency for students?

What should be done to make the experience more consistent?

Try and stay away from others’ topics

Try and spend 5 minutes on thisMake a record of recommendations and be ready to report backSlide9

inconsistency: teachers & university

induction

written guidance

willingness to ‘spot’ cases

teachers using systems for managing cases

awarding penaltiesrecording decisionsuniversity using the records for QA Slide10

Better consistency in action at Kent

The next section will cover:

what procedures are in place

the penalty tariff

plans for improving the way cases are managedSlide11

Next steps: an interactive plenary

In pairs: the most important message from the session

In fours: what the University needs to do now (small number of actions!)

All: recommendations for action