11 July 2011
This overview of the 'warts and all' implementation of e-submission and feedback at an institutional level is excellent in being frank and honest about what doesn't (and didn't) work at the described institution. However, it also provides seven strong pointers as to how to better integrate the technology, but more importantly to guide the cultural change that is required for such a major shift in educational practice. It is based upon quantifiable evidence, and shows a genuinely useful path to follow for other institutions looking at a holistic, wholehearted jump into use of e-submission and electronic feedback. The ultimate effect of this change is social in nature, but the article balances both technical and cultural issues.
This report considers interventions by a college Library and Learning Resource Centre in the use of Turnitin as a tool to promote information literacy development. Not only is Turntin used with students in order to encourage referencing and citation but also to develop an awareness of good information handling skills, and to dispel the it’s free and you can use it mentality. The report details development of the tutorial with the support of academic colleagues and delivery by library staff, concluding that both staff and students found this a rewarding and beneficial experience. This piece is a must read for those who have reservations about allowing students to access Turntin directly.
Ellis, C. (2011) The Benefits of using GradeMark [Screencast]. University of Huddersfield, UK.
In this video Cath Ellis presents her institution’s experiences of using GradeMark as an e-submission and e-marking tool and highlights the benefits this approach has for students, staff and the university as a whole. A pilot project with first year students has acted as a catalyst for a review of the institution's strategy on e-submission, which has involved a comprehensive streamlining of workflows and a separation of administrative and academic staff roles. Cath also demonstrates the diagnostic abilities of using GradeMark to highlight student strengths and weaknesses and identify where extra support may be required.
The development of academic writing skills and an awareness of plagiarism often go hand in hand, as is the case in this overview of an intervention with first year Accountancy students, a cohort traditionally not skilled in academic writing. Following previous unsuccessful interventions and little previous formal plagiarism education a 6-week module is developed which places an emphasis on writing and reflection and utilises Turnitin. Students write a 500-word essay in order to establish their writing abilities and then receive feedback, this is followed up by an interactive plagiarism lecture and online quiz and a second piece of written work. On the whole the approach has been a successful starting point with an increased number of students voluntarily seeking academic skills support.
Magel, J. L. (2011) Fighting dishonesty with Turnitin. Pine City High School, US.
This paper reports on the findings of a study with two cohorts of language arts students from two different academic years, and their use of Turnitin. Both groups of students were required to submit their final piece of work to Turnitin. One group was permitted to make multiple revisions and resubmissions to their work once submitted, whereas the other was not. Both groups were provided with the same guidance and instruction in support of this activity and were shown examples of matching text via the Turnitin Originality Report. Findings from the research and feedback from the students involved reinforce the value of Turnitin as an educative tool.
This report considers the link between writing, logic, understanding and plagiarism, and how the Turnitin Originality Report can be used as a tool to aid development of students’ writing skills. Use of Turnitin is compared to manual approaches to plagiarism detection, whilst supporting instructional lectures are used to reinforce the value of academic writing to students. Improvements are noted in students’ written work following this intervention with most students reporting increased knowledge about writing and logical thinking.
This report describes a pilot of Turnitin GradeMark with level six students studying in various medical disciplines. The study focuses on the logistical, pedagogic and administrative expectations and impact of using GradeMark from both staff and students’ viewpoints. Students report increased clarity in the marking process and more awareness of how and why marks are allocated by tutors, factors which will inform, and hopefully improve their future written work. Short video clips reinforce the findings of the study and focus on three key areas; receiving feedback, annotated feedback and electronic feedback.
Price, T. & Chew, E. (2011) Using Turnitin GradeMark and PeerMark in assessment for learning: students' experiences. University of Glamorgan, UK.
This series of three videos capture UK home and overseas students’ experiences of using Turnitin GradeMark and PeerMark at the University of Glamorgan as mechanisms for providing peer and tutor feedback. Students celebrate the benefits of e-submission and e-marking from the logistical, such as not having to physically attend University to hand in and collect work to the pedagogic, of enhanced feedback capabilities and valuable peer support.
Video 1: GradeMark positive experience [Transcipt]
Video 2: PeerMark positive experience [Transcript]
Video 3 GradeMark PeerMark constructive experience [Transcript]
Robinson, J. (2011) Assessment for learning: plagiarism. University of Northumbria, UK.
This comprehensive set of practical resources which includes sample essay topics and lesson plans describe an assessment for learning approach to plagiarism awareness used with first year English and History students. The intervention requires students to research and write an essay on plagiarism in order to develop a knowledge of the institution’s regulations in this area, and then peer review each other’s efforts. In engaging students in this way this becomes an invaluable exercise proactively driven by students. A poster describes and evaluates this intervention.
In the UK there has always been a strong trend towards advice, guidance and explicit teaching of academic skills, such as referencing and citation. Use of Turnitin in a formative way, while it has its detractors, can be constructive if applied consistently. This article provides an interesting overview of the integration of Turnitin into an institution while attempting to engage, involve and gain the trust of students. It includes an excellent analysis of survey statistics, and the representation of Turnitin as a positive in student satisfaction is a lesson that should be well learned by other institutions. This is the closest description of a UK approach to the US honour code system, and provides a novel approach to 'selling' staff and students on the benefits of Turnitin, when both groups have been historically suspicious of its deployment.
Stout, B. (2011) Academic integrity on professional programmes. De Montfort University, UK.
This report considers an under-researched but fascinating area, that of the challenges and issues posed by professional programmes of study, where students are not only subject to the rules and regulations of their institution but also the ethical demands and codes of conduct of professional bodies, and where an accusation of plagiarism can severely damage a students’ future professional career aspirations. Discussions with representatives from various professional bodies reveal the benefits of closer involvement between institutions and professional bodies and the importance of involving employers in dealing with individual cases of academic misconduct. The report offers pointers on good practice and considers the inconsistencies inherent in how academic misconduct is viewed by professional bodies and calls for further research to assess how widespread these issues are.