PLAGIARISM IN TESTS AN ASSIGNMENTS ONLINE
ASsessment tools and assignments can easily be plagiarized in an online environment. To avoid this, you must include not only multiple chocie questions but short essay answers as well withcontent from the class that is unique to the class.
This will discourage any outside source theft, if the tests and assignments are customized specifically to the content of the course.
For instance: When teaching a course on Shakespeare, a posting assignment could ask for reflection or commentary on the overall ideas regarding, "Shakespeare, the Man," culled only from the discussions in class. This could be shared in the blog or posting area.
Only class-issued parameters would help to avoid plagiarism. ANy other sources brough t in from outside would be cited. How do you keep material within the parametrs, and discourage siblings, friends or paper mills from assisting with the assignment? You keep the assignment class-based.
I am SO glad that this is a discussion thread! Regardless of how well we pick, match, and implement the various technology tools with the bright-eyed assumption that all students know plagiarism is wrong and won’t do it, and are there to learn – I can’t even start to grade student composed material unless I’m pretty sure it is not plagiarized. This takes a HUGE amount of time and effort.
Heading it off at the pass by making, as best as possible, a “plagiarism-proof†assignment is an ongoing goal which I succeed and fail at regularly!
Susan, your suggestion of “only class-issued parameters†is a brilliant option to use at least some of the time – this never dawned on me!
I could even extend it further than “discussions in class†but to SELECT web pages or resources that I supply even as a PDF, to textbook sections, or Powerpoint lecture content, for example.
I teach 2-3 A&P courses and 2-3 Pharmacology courses per 8 week session. This gives me a unique opportunity to discover most of the frequent “go to plagiarize from†websites that students are utilizing.
Sure, this helps to discover offenders, but sadly that is after-the-fact. More importantly, this journey has opened my eyes as to how to gradually change question content and format to discourage plagiarism such plagiarism by changing the question,
I totally agree that we must teach ethics and proper citation, but probably even more importantly – how to effectively PARAPHRASE -- which is a great academic and life skill and a good test of actual learning itself.
Finally, in response to other comments about teaching about the ethics of not plagiarizing, I would agree ---especially if we can link it to PROFESSIONALISM --- but I have learned that the “don’t do it because it’s wrong†approach is definitely not enough to change behaviors in the current internet-using generation in a world where websites plagiarize other websites – at least not for a good chunk of students. Moral relativism seems to prevail.
(Many are NOT convinced that it IS an ethical problem, and I feel like I come across as the ancient teacher that makes students do math longhand instead of using a calculator – Many seem to find it irrelevant, out-of-date, goody two-shoes, pointless, “needless work-Ugh!â€, or simply picky. I’m simply amazed.)
Casey,
This is a great time to use technology to help you do that. Many systems will pull from a bank of questions which will enable students to have a unique test each time.
Dr. Kelly Wilkinson
Casey - I agree and when I administer an online test, I always use the "randomize question" option to avoid this very problem.
Thank you for responding to my post!
Susan
Susan, very good points. I notice that in a lot of online courses that I take, the order of the questions in a multiple choice quiz is the same no matter how many times I take the quiz. It is very important that if asking the same questions, that you mix up the order.
Susan,
I agree with you. I also think we have create an environment of ethics. We have to report the incidences instead of giving second and third chances. I am not a fan of zero tolerance but I do think we have to hold students accountable instead of punishing them within the course.
Dr. Kelly Wilkinson
Thanks Dr. Kelly for your response - I don't think there is anything that can prevent those who will "cheat" the system -but I agree, that anything we can do that slows them down is helpful. At least programs such as TurnItIn cause the instructor and even those students who use it to review what was there and many students have contacted me - with "Mrs. M. how can I fix this" - good teaching tool!
Susan
Nate,
Great point! You really need a variety of assessments in most classes. I actually give tests but they are not the majority of the grade. I too think projects can be the way to go, my preference. I also make them articulate their process of a project; if they didn't do it they can talk about it.
Dr. Kelly Wilkinson
Susan,
Great answer! You have to think of deterrents as lock. It won't keep them from breaking in but it does slow them down.
Dr. Kelly Wilkinson
This is a problem, not only for tests, but assignments (papers) as well.
One thing the school I work with does that I like is offer the final tests in a controlled environment. All quizes are taken on-line at home or wherever, but the final test is scheduled through the school and must be taken either at a testing facility, or I believe they use a webcam and watch the student take the test.
Using other ideas talked about in this chain are good too. I specifically like using a random numbering system. One can also write 50 questions for a 25 question test and still use the random test sample. Each student would effectively receive a different test. Small things like this can be used to ensure that students are taking "fair" tests and not using others for their own tests.
In on ground classes, I prefer to use projects, student selected course papers, etc. Tests aren't all they are cracked up to be.
When giving a test online, the choice of presentation has a lot to do with the subject taught. If you are teaching Shakespeare, your idea is terrific and I have used this approach. However when teaching a more technical subject such as billing, coding or medical terminology, I find that short answer and multiple choice works better. To discourage cheating or collaboration between students - I always set my tests to randomize the question order - so your number "1" is not mine, and for topics such as medical terminology, spelling is key, so fill in the blank works wonders - instructions for completing this are, as you stated, given in class and helps to promote listening skills - such as use all caps, divide the word into parts, etc.
When teaching in an online environment, the other option is setting a time limit usually about 30 minutes longer than I would give in the class to account for computer/server speed but not allowing enough time to look up all the answers.
Keeping the assignments class and topic based with tight parameters is, indeed, an excellent way to "keep it individual"
Susan Miedzianowski
Yolanda,
Wow, that is a great way to keep students in check. I wish students would see the results of plagiarism like yours does.
Dr. Kelly Wilkinson
I teach a course in speedbuilding,(closed-captioning) and, basically, if a student cheats on a test, the student will not be able to move on, because they do not possess the needed speed and skill and will not be able to transcribe the dictation material.
The student needs to use time stamps with their transcription in order to see how much time they used in order to provide the assignment(s) given. The teacher can also look at the actual steno notes to verify that the dictation content was included in their notes.
Joseph,
You are so smart using publisher created apps. They have the money and the know-how to create robust learning activities. I think you should investigate all publisher based apps.
Dr. Kelly Wilkinson
Dawn,
I think that is a great plan. I think students don't always realize what they are doing.
Dr. Kelly Wilkinson
One of the publisher-based online homework/quiz applications that I make use of offers unique data for each student's finance lab. The can only be one correct answer combination for each student though they all work from a common question.
In my opinion, this technology offers the opportunity to serve as a learning tool as well as an evaluation tool. I have the opportunity to review and reinforce the students's learning in a group setting. This type of learning tool is certainly inproving the student's learning experience in online "quantitative" courses!
I agree. I also tell students to read something, close the book (or walk away from the screen) then recite in your own words what was said. Summarizing verbally and then writing it down prevents plagiarism and also helps with processing and absorption rather than regurgitation.
-Dawn DiPeri
David,
True! The best way to combat cheating is to change the assignment.
Dr. Kelly Wilkinson
I totally agree that citing resources is valuable.
With regard to the issue of plagiarism of online assignments and tests, I find that modifying questions and/or content can be a good way to keep content 'fresh'.
David
Nancy,
You are right! You have to design the assignments for the environment. I like telling them to use outside sources but citing them. That makes them accountable and teaches them a research lesson. Great idea!
Dr. Kelly Wilkinson
