ASSESSMENT
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ASSESSMENT IN HIGHER EDUCATION
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This site is no longer being funded by CQU. If you work for, or know of, an educational institution that might be interested in funding this site, please email me for further details.
This page aims to provide a one-stop shop for links and resources specifically devoted to the subject of plagiarism. If there are others you'd like to see listed, please email details.
There are several sections: (2) Paper Mills and "Cheat" Sites
MyDropbox Suite integrates a renowned plagiarism prevention technology with a versatile digital learning environment that enables instructors to manage online assignments, organize electronic submissions and mark papers on the Web.
Turnitin.com A tool that enables instructors to manage grades and assignments online and instantly identify papers containing unoriginal material.
Easy Verification Engine EVE2 is a very powerful tool that allows professors and teachers at all levels of the education system to determine if students have plagiarized material from the World Wide Web
Glatt Plagiarism.com A highly sophisticated Screening Program to detect plagiarism. Typically used in academic institutions or in the legal profession for cases of copyright infringement.
Moss (for a Measure Of Software Similarity) is an automatic system for determining the similarity of C, C++, Java, Pascal, Ada, ML, Lisp, or Scheme programs. Safe Assignment plug-in is the only plagiarism detection solution available on the market designed specifically for the Blackboard™ Learning System. Copycatch Gold Checks for collusion and copying between students.
Paper mills and 'cheat' sites: A sampling
http://www.essayschool.com offers over 60,000 essays, as well as custom-written essays
http://www.cheathouse.com/ "Free Essays, Research & Term Papers, Book Reports, Homework Help Online". Claims over 60,000 free essays if you contribute to the database.
http://www.papers4you.com/ contains "thousands of essays, dissertations and other assignments".
http://www.coursework.info/ "a collaborative project to preserve intellectual and academic information and catalogue it online for the benefit of students". Claims over 50,000 essays and pieces of coursework.
http://www.essaycrawler.com Offers 35,000 free essays "...so you can get done and get on with your life".
http://www.schoolsucks.com/ "the world's most popular termpaper site".
Angélil-Carter, S. (2000). Stolen Language? Plagiarism in Writing Harlow, Essex, Pearson Education Ltd. Bowman, V. (2004). The plagiarism plague: A resource guide and CD-ROM tutorial for educators and librarians. New York: Neal-Schuman Publishers. Callahan, David. (2004). The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead. Orlando, FL: Harcourt. Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Oxford, England: Oxford Centre for Staff and Learning Development. Carroll, J., & Appleton, J. (2001). Good practice guide to plagiarism. London: Oxford Brookes University. Cizek, G. J. (1999). Cheating on tests: How to do it, detect it and prevent it. Mahwah, NJ: Lawrence. Cizek, G.J. (2003). Detecting and Preventing Classroom Cheating : Promoting Integrity in Assessment, Corwin Press. Culwin F. & Lancaster T. (2000). A review of electronic services for plagiarism detection in student submissions. 8th Annual Conference on the Teaching of Computing, LTSN Centre for Information and Computer Sciences. Decoo, W (2002). Crisis on Campus: Confronting Academic Misconduct, MIT Press. Harris, R. A. (2001). The plagiarism handbook: Strategies for preventing, detecting, and dealing with plagiarism. Los Angeles: Pyrczak Publishing. Harris, R. and Lockman, V. (2001). The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism, Pyrczak Publishing.
Howard, R. M. (1999). Standing in the shadow of giants. Plagiarists, authors, collaborators. Stamford, CT: Ablex.
Jewell, Thomas (2004). Prentice Hall's Guide to Understanding Plagiarism. N.J.: Pearson. LaFollette, P. F. (1992). Stealing into print: Fraud, plagiarism, and misconduct in scientific publishing. Berkeley: University of California Press. Lathrop, A. (2000). Student cheating and plagiarism in the Internet era: A wake-up call. Englewood, CO: Libraries Unlimited. Lathrop, A, and Foss F. (2000). Student Cheating and Plagiarism in the Internet Era: A Wake-Up Call, Englewood, CO:Libraries Unlimited. Lipson, C. (2004). Doing honest work in college: How to prepare citations, avoid plagiarism, and achieve real academic success. Chicago: University of Chicago Press. Marsden, H., Hicks, M. & Bundy, A. (2003). (Eds.), Educational integrity: Plagiarism and other perplexities. Proceedings of the first Australasian Educational Integrity Conference University of South Australia.
Whitley B.E, and Keith-Spiegel P. (2002). Academic Dishonesty: An Educator's Guide, Lawrence Earlbaum.
Aggarwal, R, Bates, I., Davies,J. & Khan, I. (2002). A study of academic dishonesty among students at two pharmacy schools.
Athanasou, J. A. & Olasehinde, O. (2002). Male and female differences in self-report cheating. Practical Assessment, Research & Evaluation, 8(5). The purpose of this paper is to review the extent of academic cheating and to describe any gender differences in self-reports.
CODE. (2005). Audit of Academic Integrity and Plagiarism Issues in Australia and New Zealand. The aim of this project was to conduct an Australasian audit of initiatives about academic integrity, including plagiarism and measures intended to reduce its frequency, culminating in the development of a repository of academic integrity resources.
Australian National Training Authority (ANTA) (2002). Assessment and online teaching: Australian flexible learning quick guide series. This Guide looks at why the topic of online assessment is important, key research projects that are looking at online assessment in the VET context, current uses of online assessment, issues such as validity, reliability, fairness, and flexibility (including the hot topic of plagiarism), current barriers to the use of online mediums for assessment, and the impact on selection of assessment strategies and assessment management processes. Barrett, R. & Malcolm, J. (n.d.). Embedding plagiarism education in the assessment process Lessons on paraphrasing and citing sources can only be partially effective if they are not perceived as immediately relevant to the individual student. Electronic plagiarism detection tools were used to help students understand correct academic practice in using source material. Barrett, R. & Rainer, A. (2004). “With a Little Help From My Friends …" Various assessment designs used to tackle plagiarism and collusion in a first year object-oriented programming course are discussed. The paper focuses on three things: the deterrence of plagiarism and collusion; the detection of possible plagiarism and collusion; and the provision of sufficient evidence to demonstrate that plagiarism or collusion has actually occurred. Breen, L. & Maassen, M. (2005). Reducing the incidence of plagiarism in an undergraduate course: The role of education Issues In Educational Research, Vol 15, 2005. The purpose in embarking on this research project was twofold: first, to investigate student perceptions of plagiarism and its avoidance, and second, to develop learning materials that would educate students to be better able to avoid plagiarism in their work. Brennan, L. & Durovic, J. (2005). ‘Plagiarism’ And The Confucian Heritage Culture (CHC) Student: Broadening The Concept Before Blaming. ANZMAC 2005. This paper presents the results of a survey into students preferred learning styles and their propensity to cheat. The survey was conducted in a large Australian University with a high proportion of international students. Brooks, Claire & Ellis, Jenny (2005). Fidelity to scholarly practice: Academic honesty and information literacy in the Faculty of Arts ASCILITE 2005 Fidelity to the principles and practice of academic practice is a guiding principle underpinning the development of the ArtsSmart suite of online tutorials. Carbone, N. (2001) Turnitin.com: A pedagogic placebo for plagiarism. Tech Notes. Carbone, N. (2001). Thinking and talking about plagiarism. Tech Notes. The counter argument to Turnitin.com's heavy-handed approach is that smart assignment design, teaching students how to handle sources, and regular dicussions (not harangues) in courses about plagiarism, cheating, and why academic honesty matter are better pedagogic alternatives to constant policing. Carroll, J. (2004). Institutional issues in deterring, detecting and dealing with student plagiarism Post-2000 contributors to the growing literature on student plagiarism in the UK began to investigate a range of issues. The complexity of plagiarism as a concept began to be discussed and explored as well as did a growing number of ways in which students can be deterred from doing it. Carroll, J. (2005). Handling student plagiarism: moving to mainstream Oxford Brookes University, UK Brookes eJournal of Learning and Teaching, Issue 2 Volume 1. This paper discusses how the ACO-system has functioned over five years, in particular in the way punishments are selected and recorded. It identifies what has already been learned from using the ACO system and new issues that have emerged and identifies ways the University has developed a holistic approach to encouraging students' academic integrity. Carroll, J. & Appleton, J. (2001) Plagiarism A Good Practice Guide In this report, a case is made for combining academic and policy decisions in a systematic, fair and coherent way in the belief that this is the most effective way of dealing with plagiarism. Christe, Barbara (2003). Designing online courses to discourage dishonesty Regardless of the format, instructors desire to offer a valid, reputable class. EduCause Quarterly, Number 4, 2003. Collins, A., Judge, G. & Rickman, N. (2005). Thinking Economically About Plagiarism This paper uses economics to analyze the growing problem of plagiarism. Two approaches are considered. Firstly students are assumed to plagiarize to conserve time (which is limited in relation to study, leisure and part-time work). Secondly students attempt to improve the quality of coursework by substituting cheating for honest work in the ‘marks production function’. Congressional Quarterly Researcher (2003). Combating Plagiarism Vol. 13 No. 32 September 2003. Studies show 90% of all college students know plagiarism is wrong. This link is a combination of articles written by contributing authors and is an interesting view of U.S. plagiarism problems.
Council of Writing Program Administrators (2003, January). Defining and avoiding plagiarism: The WPA statement on best practices. Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities.
Crisp, Geoffrey T. (2004). Plagiarism and the Reputation of the University: How to Distribute Effort between Educating Students on Attribution and Rigorous Detection of Cheating? In Proceedings of the Australian Universities Quality Forum 2004. The fundamental question faced by the university community was whether plagiarism should be considered an educational issue or a disciplinary issue. The final documentation was written in a way that emphasised both an educational and disciplinary approach, with formal faculty and school committees seen as having a responsibility for the disciplinary approach, and individual teaching staff having a responsibility towards the educational approach.
Errey, L. (2002). Plagiarism: Something Fishy?...Or Just a Fish Out of Water? There have always been students who try to cheat by copying, and a greater number who inadvertently break the rules until they figure out better academic practice.
Evans, J. (2000). The New Plagiarism in Higher Education: From Selection to Reflection TELRI Project, Centre for Academic Practice, University of Warwick Summer term 2000 Vol 4 No.2 Back in the good old days, plagiarism had a price, even to those who didn't get caught. Plagiarising used to be hard work. Researching what to copy required almost as much effort as doing the job correctly in the first place and if students copied friends' research papers, they at least had to retype them.
Fain, M. & Bates, P. (2003). Cheating 101: Paper Mills and You This Teaching Effectiveness Seminar offers a systematic look at paper mills and some useful links to articles about users' reactions. The presentation is aimed at providing faculty with an overview of the current state of internet paper mills, how to locate paper mills, how to detect plagiarised papers, how to track down suspicious papers, and how to combat plagiarism. Teaching Effectiveness Seminar Coastal Carolina University, March 5, 1999 (Revised March 10, 2003)
Green, S. P. (2002). Plagiarism, Norms, and the Limits of Theft Law: Some Observations on the Use of Criminal Sanctions in Enforcing Intellectual Property Rights This article seeks to use criminal law concepts such as intent, willful ignorance, consent, harm, and the distinction between mistake of law and mistake of fact, to elucidate the meaning of plagiarism; and the idea of plagiarism to explore the outer limits of theft law.
Grijalva, T., Kerkvliet, J., & Nowell, C. (2003). Academic honesty and online courses. Academic dishonesty is an issue of concern for teachers, students, and institutions of higher education. It is often perceived that because students and faculty do not interact directly in web-based classes, cheating will be more abundant than that which would be observed in a traditional classroom setting.
Groark, M., Oblinger, D. & Choa, M. (2001). Term Paper Mills, Anti-Plagiarism Tools, and Academic Integrity The ease with which information can be copied from the Web and the emergence of term paper vendors or “mills” on the Internet are likely adding to the growing problem of plagiarism.
Guiliano, E. (2000). Deterring plagiarism in the age of the Internet. Inquiry, 5, 22-31. Although unintentional plagiarism is a concern of the academic community, faculty must address the problem of intentional plagiarism (particularly as it is tied to Internet usage) to understand why students commit this type of academic dishonesty and to establish ways to limit or eliminate its presence in the academy.
Hamilton, M., Tahaghodhi, S. M. M. & Walker C. (2004). Cecily Educating Students about Plagiarism Avoidance - A Computer Science Perspective International Conference on Computers in Education 2004 In this paper, we describe our approach to educating students about issues related to plagiarism, copyright, and academic integrity early in their careers in the School. We describe workshops and tests used as part of this process, and evaluate student responses to these.
Hamlin, L. S. & Ryan, W. T. (2003). Probing for Plagiarism in the Virtual Classroom May 1, 2003 issue of Syllabus. Educators who are making the transition into online teaching are skeptical about the preservation of academic integrity in the virtual classroom. They often assume that Internet technology and online classrooms are providing students with additional opportunities to cheat.
Harris, R. (2004). Anti-Plagiarism Strategies for Research Papers The strategies discussed here can be used to combat what some believe is an increasing amount of plagiarism on research papers. By employing these strategies, you can help encourage students to value the assignment and to do their own work.
Herbling, M. (2002). Maintaining academic integrity in on-line education. Online Journal of Distance Learning Administration, 5(2). Online education has come under a great deal of scrutiny over the issue of academic integrity. It is assumed that cheating and plagiarism are a greater problem online than in a traditional class. In reality, maintaining academic integrity is equally a challenge in both delivery modes. However, by the very nature of online education, a case can be made that it is more conducive to both detecting and combating plagiarism than is a traditional class.
Hexham, I. (2005). Academic plagiarism defined Numerous studies show that plagiarism and other types of academic fraud is increasing among undergraduate students.
Howard, R. M. (2001). Plagiarism: What should a teacher do? Once you have ascertained what institutional policies govern your choices, talk to your writing program administrator or department chair to find out how the policies are (or are not) actually enacted.
Hunt, R. (2003). Four Reasons to be Happy about Internet Plagiarism When the newest cheating scandal surfaces at some prestigious southern university known for its military school style "honor code," the headlines leap across the tabloids like stories on child molestation by alien invaders. It's almost never suggested that all this might be something other than a disaster for higher education. But that's exactly what the author argues here.
James, R. & Baldwin, G. (2002). Nine Principles Guiding Teaching and Learning in the University of Melbourne. Centre for the Study of Higher Education. This is a statement on the scholarship of teaching and learning in a research-led University and a reference guide to good practice and University resources.
James, R. & McInnis, C. (2001). Strategically re-positioning student assessment A discussion paper on the assessment of student learning in universities This paper is prepared for the Australian Universities Teaching Committee project Assessing Student Learning. The project is examining new and emerging issues in student assessment with the potential significantly to affect the quality of teaching and learning throughout the sector.
JISC (2005) Deterring, detecting and dealing with plagiarism. Joint Information Systems Committee. Most institutions that decide to reconsider and update their approaches to student plagiarism will have to develop their own approach to detection, and implement home-grown procedures to make policies operational. Some have already done so. This briefing paper seeks to support the efforts of institutions wishing to reconsider the policies and any procedures they currently have. Jocoy, C. and Dibiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open and Distance Learning, 7(1). Educators have always been concerned with upholding standards of academic integrity among individuals engaged in scholarly pursuit. For many institutions of higher learning, academic integrity is viewed “as a basic guiding principle for all academic activity” (Penn State University Faculty Senate, 2000). Jones, K.O., Reid, J.M.V. & Bartlett, R. (2005). Student plagiarism and cheating in an IT age. International Conference on Computer Systems and Technologies - CompSysTech’2005. The paper discusses the issues of students engaging in academic impropriety, especially in an environment of high computer usage. Additionally, the paper presents work on the development of a self report scale to measure student attitudes toward and engagement in a range of academic practices, together with individual difference variables. Leland, B. H. (2002). Plagiarism and the Web Plagiarism is a perennial temptation for students and an eternal challenge for teachers. An event during the summer of 1996, however, seemed almost a re-invention of plagiarism--at least to some who responded to it.
Macdonald, R. & Carroll, J. (2006). Plagiarism—a complex issue requiring a holistic institutional approach Case studies from three institutions are used to illustrate possible triggers for adopting a holistic approach. The paper presents a checklist for identifying the absence of a holistic approach to dealing with student plagiarism and concludes that a key aspect is to adopt assessment-led solutions which focus on using low stakes, formative (as distinct from high stakes, summative) assessment.
Martin, B. (1992). Plagiarism by university students: the problem and some proposals. Tertangala, 20 July - 3 August 1992, p. 20. The policing approach to plagiarism is educationally counterproductive. Students should be encouraged to model themselves on the best thinkers and, at the same time, to think critically and originally. This is hardly possible if they are constantly being scrutinised for intentional or inadvertent plagiarism.
Martin, B. (1994). Plagiarism: a misplaced emphasis Plagiarism: a misplaced emphasis in Journal of Information Ethics, Vol. 3, No. 2, Fall 1994, pp. 36-47. Plagiarism is conventionally seen as a serious breach of scholarly ethics, being a theft of credit for ideas in a competitive intellectual marketplace. This emphasis overlooks the vast amount of institutionalized plagiarism, including ghostwriting and attribution of authorship to bureaucratic elites. There is a case for reducing the stigma for competitive plagiarism while exposing and challenging the institutionalized varieties.
Martin, B. (2004). Plagiarism: policy against cheating or policy for learning? There are four main rationales for using plagiarism-detection software: deterring and detecting cheating; fostering learning of proper acknowledgement practice; building institutional reputation; and treating students fairly. None of these provides a strong case for compulsory use of the software. There are some serious negative effects of compulsory checking, especially reduced trust. McCabe, D. & Trevino, L. K. (2002). Honesty and honor codes, Academe, vol. 88, no. 1.
McGowan, U (2005) Does educational integrity mean teaching students NOT to ‘use their own words’? International Journal for Educational Integrity1 (1). In the face of increasing evidence of plagiarism in higher education the maintenance of educational integrity relies on the capacity of universities to strengthen their systems for consistent detection of and penalties for deliberate plagiarism, cheating and other fraudulent practices.
McKenzie, J. (1998). The New Plagiarism: Seven Antidotes to Prevent Highway Robbery in an Electronic Age Many teachers who work in "wired schools" are complaining that new technologies have made it all too easy for students to gather the ideas of others and present them as their own.
McLafferty Jr., C. L. & Foust, K. M. (2002). Electronic Plagiarism as a College Instructor’s Nightmare—Prevention and Detection The authors (a) present methods for educators to define plagiarism and educate students in appropriate citation and paraphrasing and (b) provide assignments and expectations that will minimize the need and possibility of cheating. Murray, B. (2002). Keeping plagiarism at bay in the Internet age. APA Monitor, 33 (2). Emporia State University's psychology department used to see just one or two plagiarism cases a year. But with the advent of Internet "paper mills"--sites that sell student-written papers to other students--it now handles as many as 20 annually. Murray, B. (2002). Technological tools to detect dishonesty. APA Monitor, 33 (2). The rise of Web sites peddling papers to students has meant the rise of cut-and-paste plagiarism. But faculty aren't just idly watching this happen: They are fighting back with new electronic tools. Nilsson, L., Eklöf, A. & Ottosson, T. (2005). What’s so Original? The Discourse on Education and Dishonesty in the Wake of a Technological Revolution. Presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) in Nicosia, Cyprus, 23 rd to 27th of August 2005. Student identity has become a social problem as media and research studies claim that almost everybody cheats on their exams and other assignments, not only undergraduates but at all levels of education.
Park, Chris (2004). Rebels without a clause: towards an institutional framework for dealing with plagiarism by students. Journal of Further and Higher Education 28 (3); 291-306 This paper explores why an institutional framework for dealing with plagiarism by students is necessary and it outlines the main ingredients of such a framework that has been developed at Lancaster University.
Pringle, B. (n.d.). Some Ways To Detect Plagiarism This page lists some methods used to detect plagiarism in student papers. Prevention is much better than detection.
Raymond, J. (2002). Defeating the Plagiarism Bogeyman in the Internet Age The New Curriculum, 11 Nov. 2002. Student plagiarism has always been a problem for teachers who assign essays and it probably always will be. But never before has it been easier for students to present another person's work -- ideas, passages and even complete papers -- as their own.
Rowe, N. (2004). Cheating in online student assessment: Beyond plagiarism. Online student assessment features in many distance-learning programs. The prevention of plagiarism has been the subject of much attention, but insufficient attention has been given to other problems of dishonesty in online assessment. We survey the types of problems that can occur and what can be done about them. We believe many educators are unaware of these problems, and most countermeasures proposed are insufficient. Savage, S. (2004) Staff and Student Responses to a trial of Turnitin Plagiarism Detection Software (2004) Proceedings of the Australian Universities Forum. An evaluation of student and staff responses to the trial of the plagiarism detection service Turnitin indicates that both students and staff consider Turnitin to be a useful but limited tool for combating Internet-assisted plagiarism. Schulman, M. (2004). I Have a Question: Is It Web Research or Technology Assisted Plagiarism? Santa Clara Magazine, Fall 2004. As manager of the Web site for Santa Clara University’s Markkula Center for Applied Ethics, the author receives a lot of feedback from students, SCU and otherwise. Emerging from this great stew of communications is one noteworthy theme. It is best summarized by the title of the paper.
Sheard, J., Carbone, A. & Dick, M. (2002). Determination of Factors which Impact on IT Students’ Propensity to Cheat There is a large body of research that indicates the practice of cheating amongst students in the tertiary sector is widespread. Various studies have also attempted to determine reasons why students decide to cheat, or not to cheat.
Standler, R. B. (2002). Plagiarism in Colleges in USA Some colleges have expanded the definition of plagiarism to include copying ideas without providing a citation to the original source. Such deliberate copying is misconduct that should be treated separately from plagiarism.
Steffani, L. & Carroll, J. (2001). A Briefing on Plagiarism. Like most examples where plagiarism is involved, the bare bones of the story provoke plenty of questions: Was this an example of poor academic practice as evidenced by the lower mark? Was it significant that no one ensured the student understood how to acknowledge and cite source material if that is what happened?
Stoney, S., & McMahon, M. (2004). Bulletproof assessment, war stories, and tactics: Avoiding cybercheating. In R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Phillips (Eds.), Beyond the comfort zone: Proceedings of the 21st ascilite conference (pp. 881.886). Perth, 5-8 December. This paper views the fight against cheating as a war against which there are three tactics - fighting with intelligence, fighting with propaganda, and fighting with armour. The paper outlines some of the critical facts of cyber cheating, including the ways in which Universities are attempting to combat students copying other's works using technological solutions.
Tribe, D. & Rendell, C. (2003). Meeting the plagiarism challenge How should the curriculum be changed to meet the challenge of student plagiarism to standards in higher education? What does plagiarism actually mean?
Williams, J. B. (2004). Plagiarism: Deterrence, Detection and Prevention The Handbook for Economics Lecturers Charles Caleb Colton once observed that ‘imitation is the sincerest form of flattery’. Whilst this may be apt in many instances, there is a point in the intellectual space where imitation is more akin to theft. This is certainly the case in the higher education sector where, in the internet age, the increasing incidence of student plagiarism has become a cause of concern.
Williams, J. B. (2002). The Plagiarism Problem: Are Students Entirely To Blame? This paper critiques the various strategies currently being employed to stamp out plagiarism. These include the use of the various proprietary and freeware packages available for the electronic detection of plagiarism, and honour codes that incorporate punitive systems to discredit plagiarists.
Young, Jeffrey (2002). Anti-Plagiarism Experts Raise Questions About Services with Links to Sites Selling Papers. The Chronicle of Higher Education. March 12, 2002. Young, Jeffrey (2001). The Cat-and-Mouse Game of Plagiarism Detection. The Chronicle of Higher Education. July 6, 2001.
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Ellery, K. (2005). Plagiarism: A pedagogic perspective Student plagiarism is a pervasive and
increasing problem at all levels of study in tertiary institutions. This study
attempted to address the issue of plagiarism in a first year Geography module
at the University of KwaZulu-Natal by creating a climate of understanding,
involvement and good practice, rather than the emphasis being on detection and
punishment.