Workshop and Powerpoint Catherine Bacque catherinebacquetdsbonca eyebeebacquegmailcom What is Plagiarism The IB Position Paper Academic Honesty in the IB Jude Carroll 2012 uses the following definition from The International Centre for Academic Integrity ID: 530957
Download Presentation The PPT/PDF document "Control C: Detecting and Deterring Plagi..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1Slide2
Control C: Detecting and Deterring Plagiarism in a Digital World
Workshop and Powerpoint © Catherine Bacque
catherine.bacque@tdsb.on.ca
eyebeebacque@gmail.comSlide3
What is Plagiarism?
The IB Position Paper,
Academic Honesty in the IB (Jude Carroll, 2012),
uses the following definition from The International Centre for Academic Integrity:
Plagiarism occurs when someone:
• uses words, ideas, or work products attributable to another identifiable person or source
• without attributing the work to the source from which it was obtained
• in a situation in which there is a legitimate expectation of
original authorship
• in order to obtain some benefit, credit, or gain.
(Fishman 2010)Slide4
What is “malpractice”?
IB Regulations define malpractice as:
behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component.
malpractice includes plagiarism.
(Diploma Programme Academic Honesty Policy 2011)Slide5
What is meant by “infringement”?
According to the IB
Diploma Programme Academic Honesty Policy
(2011), infringement is:
failing to acknowledge the ideas or words of another person using quotation marks (or some other accepted practice)
there is some attempt by the candidate to acknowledge the source in the bibliography or in a footnote
the judgment as to whether academic infringement is the appropriate decision will be partly based on the quantity of text (or other media) that has been copied by the candidate.Slide6
Let’s Talk Plagiarism
Why students plagiarise
How students plagiarise
What students, teachers and schools can do to detect and deter plagiarism
(Images from shutterstock.com)Slide7
Control C Workshop Googledoc
As we begin to share experiences and best practices, please add yours to the Googledoc:
http://tinyurl.com/hjyapzp
There are also copies of the many documents cited in this presentation, a
list
of resources, and a pdf of this
powerpoint
.Slide8
Why?
Immense pressure to excel: parental, social, peer, personal
Stress on grades for post-secondary entry
Students’ perceptions of what constitutes “serious” academic dishonesty differ from those of teachers and administrators
Students think this is what they have to do to get ahead in the real world, and they see it happening in government and business
Instructors may not be aware of all the ways that students can cheat, so students can “get away with it”
Students just want to “get it done”
(Don McCabe, Rutgers University)Slide9
What do students think?
Students think they will be ‘letting down’ family and friends if they do not get good grades
They think they will be at a disadvantage if they don’t cheat
They think peers are cheating more than they are
The focus in senior year is on fewer, ‘high stakes’ assessments (essays, exam/test scores) as prerequisites for entry into post-secondary schools
Students perceive it as a ‘victimless’ crime
They think the activity in question has no real value
They run out of time or interest
Newsflash? Students cheat more than most people (including teachers and administrators) know or expectSlide10
How?
“Technology didn’t cause cheating, it only made it easier.”
Harned and Sutliff:
Academic Honesty: Teaching
Kids Not To Take The Easy Way Out (
2004)Slide11
Control C:
technology and plagiarism
Students have easy access to technology that
enables them to plagiarise through:
instant messaging
social media
websites (‘paper mills’)
writers for hire online
digital photography
wireless internet (especially on cellphones)
cutting and pasting…from almost anywhereSlide12Slide13
What forms does it take?
The White Paper
The Plagiarism Spectrum
, from turnitin.com, identifies 10 main forms of plagiarism:
1. CLONE
2. CTRL-C
3. FIND–REPLACE
4. REMIX
5. RECYCLE
6. HYBRID
7. MASHUP 8. 404 ERROR 9. AGGREGATOR 10. RE-TWEET
(turnitin.com)Slide14
What to do?
Six D’s of Plagiarism:
Define
Deter
Dialogue
Defend
Detect
Discipline
(Jon
Radue, Brock University)Slide15
How to do it?
Ensure all students understand what plagiarism is and what forms it can take
Have a clear school Academic Honesty policy that is widely available to the whole school community
Use progressive discipline whenever possible - make a plagiarism issue into a learning opportunity
Use a plagiarism checking service if possible, and encourage students to check their work in progress
Explicitly teach students strategies for avoiding plagiarism by safeguarding their own work and respecting the work of others
Teach appropriate and effective research and referencing techniques Slide16
How to do it?
Use online wikis, fora, research logs and reflection journals
Have students check work on an anti-plagiarism site or service and use these to supply feedback for improvement
Know what is available online on the topic/text assigned, and ensure students know that you know!
Design unique assignments with specific goals and assessment criteria, and rework assignments from year to year
If possible, do more in-class assessments
Divide assignments into process steps, assessed separately
Consult in person, or have students submit explanations of topic selection, development and research process for major
assignmentsSlide17
Create a
‘
Plagiarism
Proof
’
Assignment
Beyond Traditional
Writing
Assignments….
Change the point of viewFocus on Time
Change the FormatGet ‘Arty’Use Technology
CompareCreate a Game or AppSlide18
Be a role model!
Keep well informed through professional development, self directed or in workshops/webinars/online courses
Provide focused research ‘highways’ for students: links to appropriate databases and websites
Model academic integrity to students:
cite your sources
; know the origins of your curriculum materials and their reliability; know the laws governing use of copyrighted materials in class or on handouts and obey them (these include video, audio, film, images, software and text)
Use online tools and individual feedback consultations during the working processSlide19
Achieving with Integrity
Core Values
Committees Curriculum
and and Commitments Instruction
Culture
a
nd
Community
David
Wangaard and Jason Stephens, Creating a Culture of Academic Integrity (2011)Slide20
Information and Resources
Websites and Online Services
www.academicintegrity.org
www.turnitin.com
en.writecheck.com
www.copyscape.com
www.plagium.com
IBIS
OCC
http://tinyurl.com/hjyapzp
E
mail Catherine at eyebeebacque@gmail.com for access.
Resources on Googledoc