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
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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