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Academic integrity Learning lessons and exploring … · Learning lessons and exploring tensions...
Transcript of Academic integrity Learning lessons and exploring … · Learning lessons and exploring tensions...
• Background and context
• Perspectives
• Embedding policy
• Assessment
• Lessons and tensions
2
Overview
• Student plagiarism ‘as a complex
issue’ (Macdonald and Carroll,
2006)
• Institutional approaches
– Policy, procedures and penalties
– Educating students
– Staff development
– Assessment strategies
– Text-matching tools
• Good practice resources
– ASKe CETL
– Higher Education Academy
– JISC
– Plagiarismadvice.org 3
Background and context
• An interdisciplinary field
– International Journal of Educational
Integrity
– International Plagiarism Conference
• International Centre for Academic
Integrity (ICAI)
• Asia Pacific Forum on Educational
Integrity (ASPFEI)
• Plagiarismadvice.org
• Academy JISC Academic Integrity
Service
4
Background and context
• Initiative funded by the HEA and
JISC (2009-2011)
• Enhance understanding of academic
integrity issues
• Highlight cross disciplinary and
subject-specific issues
• Promote institutional approaches
• Produce guidance
– Synthesising work from last decade
– Recommendations
– Case studies
5
Academic Integrity Service
Perspectives in an emerging field
6
Perspectives
Implications
Research
• Terminology
• Staff and student engagement
• Reviewing policy
• Developing practice
• Incidence of plagiarism
• International students, disciplines
• Process and procedure
• Plagiarism prevention,
avoidance and
minimising risk
• Plagiarism, misconduct
and ‘cheating’
• Case, offence
• Penalty, punishment
• Academic dishonesty
• Code of conduct
• Promoting academic
integrity, culture and
values
• Unacceptable academic
practice
• Good academic practice
• Outcomes
• Academic honesty
Re-thinking terminology
7
‘The Centre for Academic Integrity
(CAI) defines academic integrity as a
commitment, even in the face of
adversity, to five fundamental values:
honesty, trust, fairness, respect,
and responsibility. From these
values flow principles of behavior
that enable academic communities to
translate ideals into action’ (my
emphasis, The Centre for Academic
Integrity, 1999, p4)
8
The concept of academic integrity
• Holistic approach
(Macdonald and Carroll,
2006)
• ‘Robust’ policy and
procedures
• Student and staff
engagement
• Staff development
• Aligning teaching, learning
and assessment strategies
• Enacting policy
– Policy as practice 9
Integrating policy and practice
Connecting policy and practice
10
Culture of academic integrity
Policy
Teaching and learning
strategies
Review of policies and
process
Academic integrity decisions
(Adapted from Bretag et al,
2011; based on East, 2009)
Five core elements
– access – approach
– responsibility – detail
– support
• Changing assessment practices
• Promoting learning, minimising
plagiarism
– Drawing on original scenarios or
case studies
– Linked tasks, with stages and
milestones
– Evidencing process
• Assessment for learning
– Authentic assessments
11
Critical role of assessment
See Bloxham and Boyd (2007); Carroll (2007)
Categorising strategies
What Changing questions, question focus, assessing
process
How Creative posters, in-class activities, annotated
bibliographies
When Linked tasks, care in schedules for assessments
12
Assessment strategies
Hrasky and Kronenberg (2011, pp25-6)
Survey identifying which strategies faculty perceive as effective
• Raising awareness and enhancing
understanding
– Induction opportunities and guidance
– Avoid plagiarism or develop good
academic practice?
– Learning and assessing through
relevant activity in discipline context
‘Every student in [the] study knew that the
plagiarism policy could be found in the
student handbook. However, not 1of the 31
students had read it’ (Power, 2009, p655)
13
Lessons and tensions
• Adopting authentic assessments for
enhancing student employability
• Lack of guidance on acceptable
collaboration and unacceptable collusion
• Student strategies for sharing information
• Promoting dialogue within small group
tutorials
‘Students emphasised the need to learn about
… collusion and plagiarism through actually
completing tasks and getting feedback, rather
than by being handed a booklet about it’
(Sutton and Taylor, 2011, p839)
14
Lessons and tensions
• Implications of perspectives
– Institutional policy and practice
– Framing research
• Policy development frameworks
– Exemplary academic integrity project
(Bretag et al, 2013)
• Evaluating assessment strategies
– Promoting assessment for learning?
• Student learning and collaboration
– Investigate emerging study practices
15
Lessons and tensions
References
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Bloxham, S. and Boyd, P. (2007) Developing Effective Assessment in Higher Education: a practical guide. Maidenhead,
UK: Open University Press, McGraw-Hill Education.
Bretag, T., Mahmud, S., Wallace, M., Walker, R., James, C., Green, M, East, J., McGowan, U., and Partridge, L. (2011)
Core elements of exemplary academic integrity policy in Australian higher education. International Journal of
Educational Integrity, 7 (2), 3-12.
Hrasky, S. and Kronenberg, D. (2011) Curriculum redesign as a faculty-centred approach to plagiarism
reduction. International Journal of Educational Integrity, 7 (2), 23-36.
East, J. (2009) Aligning policy and practice: An approach to integrating academic integrity. Journal of Academic
Language & Learning, 3 (1), A38-A51.
Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach.
Assessment and Evaluation in Higher Education, 31 (2), 233-245.
Morris, E. et al (2010) Supporting academic integrity: approaches and resources for higher education. The Academy
JISC Academic Integrity Service, The Higher Education Academy. Available from:
http://www.heacademy.ac.uk/academic-integrity
Morris, E. with Carroll, J. (2011) Policy works: recommendations for reviewing policy to manage unacceptable
academic practice in higher education. The Academy JISC Academic Integrity Service, The Higher Education
Academy. Available from: http://www.heacademy.ac.uk/academic-integrity
Power, L. G. (2009) University Students’ Perceptions of Plagiarism. The Journal of Higher Education, 80 (6), 643-
662.
Sutton, A. and Taylor, D. (2011) Confusion about collusion: working together and academic integrity. Assessment
& Evaluation in Higher Education, 36 (7), 831-841.
The Center for Academic Integrity (1999) The Fundamental Values of Academic Integrity. Des Plaines, IL: Office of
College Relations at Oakton Community College. Available from:
http://www.academicintegrity.org/fundamental_values_project/pdf/FVProject.pdf.