Text matching - Carrot or Stick approach
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The document discusses the challenges and strategies associated with maintaining academic integrity in higher education, particularly through effective assessment design. It provides a toolkit with principles and recommendations to enhance academic integrity, including setting high standards, designing authentic assessments, and involving students in the assessment process. Additionally, it emphasizes collaboration and continuous improvement in assessment practices to better support students' learning experiences.
Text matching - Carrot or Stick approach
- 1. Text Matching - A Carrot or Stick Approach Dr Mark Glynn @glynnmark
- 2. Overview Introduction Academic Integrity project Challenges image from presentermedia.com
- 3. DCU by the numbers 17000+ students 1600+ staff Est 1989 3 Academic campuses 5 faculties, 28 Schools
- 4. Teaching Enhancement Unit To foster excellence in practice through leadership in teaching, the provision of professional development opportunities for staff, and the scholarship of teaching and learning Staff Development Curriculum Design Scholarship of T&L Awards Loop
- 5. Is plagiarism a problem?
- 6. Prevention is better than cure
- 7. Overview Introduction Academic Integrity project Challenges image from presentermedia.com
- 8. + Dublin City University University of Roehampton University of Uppsala University of Vienna
- 9. Outputs - Literature Review 2 Guiding Questions: － What approaches to assessment design are used to promote or maintain academic integrity? － What recommendations are being made on using assessment design to support academic integrity?
- 10. Outputs - toolkit Case Studies Self / Team Assessment Checklist Principles of Good Assessment Design Collation of resources
- 11. Basic Principles ……. to enhancing academic integrity 1. Set consistently high academic integrity standards which values university, programme, and student/graduate reputation; 2. Provide detailed information and direction on how students might avoid breaches of academic integrity, and ensure consistency across a programme team; 3. Use clear marking criteria and rubrics to reward positive behaviours associated with academic integrity.; 4. Design assessments that motivate and challenge students to do the work themselves (or in assigned groups/pairs).; 5. Ensure assessments are authentic, current and relevant; 6. Adopt a scaffolded approach to assessments for learning with multiple feedback points throughout the assessment process; 7. Design in elements for students to record their individual pathways of thinking demonstrating students own work; 8. Design assessments which allow learners to prepare personalised assessments (either individually or group based); 9. Build in a form of questioning or presentation/viva type defence component; 10. Consider assessment briefs that have open-ended solutions or more than one solution; 11. Co-design assessments or elements of assessment (e.g. rubric) with students; and 12. Regularly update and edit assessments and programme assessment strategies.
- 12. Set consistently high academic integrity standards which values university, programme and student/graduate reputation 1 2 3 4 5 6 7 8 9 10 11 12
- 13. Provide detailed information as direction on how students might avoid breaches of academic integrity 1 2 3 4 5 6 7 8 9 10 11 12
- 14. Use marking criteria and rubrics to reward positive behaviours associated with academic integrity; 1 2 3 4 5 6 7 8 9 10 11 12
- 15. Rubric - giveaway - http://bit.ly/2JonBFH Full credit and sincere thanks to participants at the Eportfolio Unconference (Dublin, 2018) for their collaborative contributions to the development of this eportfolio assessment rubric. Eportfolio Assessment Rubric by Lisa Donaldson is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License.
- 16. Design assessments that motivate and challenge students to do the work themselves; 1 2 3 4 5 6 7 8 9 10 11 12
- 17. Ensure assessments are authentic, current and relevant; 1 2 3 4 5 6 7 8 9 10 11 12
- 18. Adopt a scaffolded approach to assessments for learning with feedback points throughout the assessment process; 1 2 3 4 5 6 7 8 9 10 11 12
- 19. Design in elements for students to record their individual pathways of thinking demonstrating students own work 1 2 3 4 5 6 7 8 9 10 11 12
- 20. Design assessments which allow learners to prepare personalised assessments 1 2 3 4 5 6 7 8 9 10 11 12
- 21. Build in a form of questioning or presentation/viva type defence component; 1 2 3 4 5 6 7 8 9 10 11 12
- 22. Consider assessment briefs that have open-ended solutions or more than one solution 1 2 3 4 5 6 7 8 9 10 11 12
- 23. Co-design assessments or elements of assessment with students; 1 2 3 4 5 6 7 8 9 10 11 12
- 24. Regularly update and edit assessments. Review and update each time Use evidence/evaluation to inform your continued use/update/change Think of diversity and UDfL when choosing methods (Moodle activities) Do it in a incremental constructive manner 1 2 3 4 5 6 7 8 9 10 11 12
- 25. Overview Introduction Academic Integrity project Toolkit Moodle & Mahara Challenges image from presentermedia.com
- 26. Two Challenges 1 - Change to a carrot 2 - Collaborate to improve
- 30. eBook ○The aim of the ebook is to inspire effective eportfolio practice through the sharing of text and video based case studies of eportfolio based assessment. ○It was a collaborative effort which started at the Eportfolio Unconference, funded by the National Forum for the enhancement of Teaching and Learning. This was run by Eportfolio Ireland at Dublin City University in 2018. ○Sincere thanks to all the educators in Ireland and the UK who contributed their eportfolio based assessment and experiences to this book.
- 31. eBook - samples
- 32. Mahara:Template push - giveaway Copy group portfolios (collections and pages) into the accounts of existing group members to streamline the sharing of templates to students
- 33. How does it work? In a group, tutor (admin) create as a template page/collection In Advanced Sharing, there will be a new option to auto-copy to existing group members portfolios Template automatically shared with students Available in Mahara 18.10
- 34. What the literature says? - giveaway － Formal pedagogical and technical PD in portfolio process should precede implementations － The tool should be named and conceptualised with its primary goal in mind － Learners should “own” their portfolios － Technology should never supersuite pedagogy as primary focus in a learning portfolio
- 35. Structure