PowerPoint Slides - Anglia Learning and Teaching

Academic Honesty and

Interpreting Originality Reports

Dr Jaki Lilly

Academic Lead: Academic and Professional Development

Learning Outcomes

Anglia Learning and Teaching

Inspiring Academic Excellence

At the end of this session you will:

• Understand how we are using Turnitin at Anglia Ruskin and our commitment to our students;

• Know how Turnitin works;

• Be able to interpret a Turnitin originality report;

• Be able to distinguish between poor academic practice and academic dishonesty;

• Know the penalties for academic dishonesty, and how to report an academic offence;

• Be aware of sources of further help.

Webinar: Academic Honesty and Interpreting an Originality Report Dr Jaki Lilly, Feb 2013

Key concepts of our approach



• Primary focus is Academic Honesty and plagiarism prevention,

• Aim is to embed good academic skills in modules,

• Originality Report informs the development of academic good practice and provides

• Formative feedback for students to discuss with their tutor,

• Faculties required to provide a formative assessment opportunity; anytime access to Turnitin and support for the development of academic skills.


Good Academic Practice

Good academic practice depends on a student’s:

Poor academic practice is illustrated by:



• Cultural expectations

• Access to appropriate reference material

• Written English skill

• Adoption of referencing conventions

• Ability to paraphrase

• Time

• Lack of consistency in writing style

• Inadequate/absent referencing

• Poor paraphrasing

• The absence of, or inclusion of inappropriate, reference material


Main Academic Offences



Turnitin

Plagiarism

Presenting the work of other’s, without acknowledgement and without permission, as your own.

Collusion

Where two or more people are involved in producing a piece of work to benefit one individual.

Cheating

Seeking to gain advantage over others through dishonest means.


What Turnitin shows you:




Turnitin colour tells us:



• Where there is a match with another online source – journal, active/archived websites, student papers

• One colour for each source

Potential Skills deficit

• Block (sentence, paragraph) of one colour . . . . . . . . . .- Paraphrasing

• Consecutive blocks of one colour

. . . . . . . . . . . . . . . . - Paraphrasing

• Each sentence a different colour

. . . . . . . . . - Essay construction, language

• None . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - Understanding


What % of matched text = plagiarism?:



Assignment type: Potential % Match

• Reflective, about the student’s own experience . . . . . . . . .- LOW

• Work containing a number of pictures and/or photographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - LOW

• A review of published work . . . . . . . . . . . . . . . . . . - MEDIUM/HIGH

• A response to a titled assignment, perhaps set by a professional body

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .- HIGH

• A dissertation

. . . . . . . . . . . . . . . . . . . . . . . . . . . . - LOW/MEDIUM


Exercise

Interpreting an originality report



• Are the following examples of text likely or unlikely to be examples of plagiarism?

• How has the OR helped you make your decision?

• What else, if anything, has the OR highlighted in the example text?


Plagiarism?




Plagiarism?



Unlikely.

References are likely to match with those used by others doing similar work.

These references are mainly different colours, indicating that they match with different sources.

Gaps in matched references, such as ‘towards’ in the first reference, may suggest inaccurate referencing practice.


Plagiarism?




Plagiarism?



Likely.

Students are likely to match quotes with each other, particularly from key authors such as

Schultz. However they are unlikely to match the way in which a quote has been paraphrased , or the previous sentence. Given that this student included very few direct referenced quotes in his work, it is highly unlikely that this is co-incidence.


Plagiarism?




Plagiarism?

Unlikely.

Students are likely to match terminology which is common in their field. In this case, the student is quoting census categories which will match with any document which is referring to census categories.

Other terms might be head teacher, Oncology Consultant etc.

Keep in mind that even sentences might be just a case of the student using a common phrase.




Plagiarism?




Plagiarism?



Debateable.

In the sense that technically it is plagiarism because although the source has been identified, the text directly quoted is not enclosed in quotation marks. However you might consider this to be poor practice which could be addressed, rather than penalised.


Plagiarism?




Plagiarism?



Unlikely.

Students are likely to match with the titles of reports, names of institutions etc. They are also likely to match quotes with each other, particularly from key authors or reports such as above, and in this case the quote is properly referenced and identified as a quote.


Plagiarism?




Plagiarism?



Debatable.

Students are likely to match with common phrases and it might be considered that the first matched phrase is just that. The second matched sentence though seems to be plagiarised , due to poor paraphrasing .


Reporting an assessment offence

During marking:



• Marker reports allegation to the Module Leader (ML)

• ML reports allegation to the Faculty Director of Studies (DoS)

(within 20 days of original submission)

• DoS considers whether there is a case*. If not, allegation dropped.

• If so, proceeds to full Faculty investigation.

* If the DoS considers that the case can be considered as poor academic practice, the work is marked to take this into account. However, the student is required to attend academic counselling from the

ML or Module Tutor, and this counts as a first occurrence for the purposes of future offences.

Academic Regulations 5th Edition, July 2012, Section 10: Assessment Offences


When can an assessment offence be classed as Poor Academic Practice?



On the first occasion at levels 3 and 4 only the Director of Studies may consider assessment offences, such as those listed below, to be poor academic practice:

(i) occasional verbatim copying of short phrases from one or more sources,

with in-text and bibliographical acknowledgement;

(ii) occasional close paraphrasing of sentences from one or more sources, with in-text and bibliographical acknowledgement;

(iii) loaning completed work or assignment notes to fellow students and;

(iv) allowing others to use, advertently or inadvertently, completed work or assignment notes.

This is not an exhaustive list.

But, assessment offences in examinations are never considered to be poor academic practice.

Academic Regulations 5 th Edition, July 2012, Section 10: Assessment Offences


Penalties for assessment offences

Stage 1 – Offence Admitted



Stage 2 – Offence Proved at a Panel Hearing

Levels 3 – 4

Mark of 0%

Re-submission, if allowed, capped at 40%

Warning letter on student file

Requirement for student to undertake academic counselling

Recommended for expulsion on third offence.

As Stage 1 plus:

Award classification reduced by 5% or Award deferred if unclassified.

As above plus:


Levels 5 - 6

As Stage 1 plus:

Award classification reduced by 10% or Award deferred if unclassified for a second offence.

As above plus:


Recommended for expulsion on second offence.

Level 7

As Stage 1 plus:

Award classification reduced by 10% or Award deferred if unclassified.

Academic Regulations 5th Edition, July 2012, Section 10: Assessment Offences


Further help Anglia Learning and Teaching


A brand new VLE site – Academic Honesty for Academics .

http://vle.anglia.ac.uk/modules/2012/Honesty_Staff/AcadHon/Pages/Home.aspx




Contact Anglia Learning and Teaching

Call: 0845 271 2639

Email: lta@anglia.ac.uk

Web: www.anglia.ac.uk/lta

Author(s): Dr Jaki Lilly

Version: 0213

Anglia Ruskin

University, 2013

Any part of this presentation may be reproduced without permission but with attribution to

Anglia Learning and Teaching and the author(s)

CC-BY-SA (share alike with attribution) http://creativecommons.org/licenses/by-sa/3.0


PowerPoint Slides - Anglia Learning and Teaching

Academic Honesty and

Interpreting Originality Reports

Turnitin

Interpreting an originality report

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Interpreting Originality Reports

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Interpreting an originality report

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