higher education academy assessment matters – original assessment for original work practising...
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Higher Education Academy Assessment matters – original assessment for original
work
Practising what we teach: assessment and plagiarism
prevention on a teaching development programme
Patrick BaughanLearning Development Centre, City University London
Some suggestions…
That professional development programmes for higher education teachers should address plagiarism and related issues as part of their own curricula
To promote the use of ‘good’ assessment practice by staff in their teaching, we must build such practices into the design of our own programmes
Plagiarism prevention is a shared responsibility (Sutherland-Smith, 2008).
… and my approach
Introduce the ‘MAAP’
Outline how plagiarism prevention issues are addressed to learners (staff) undertaking the MAAP programme
Identify examples of learner-centered, plagiarism-resistant assessments that it incorporates
Discuss the role that such programmes more generally should take in plagiarism prevention
And you’re involved!
Teaching development programmes
Expansion and development since 1997
Diverse professional roles of participants (Warren, 2008)
Diversity in programme types and content
Mixed reports of their ‘value’ (see Knight, 2006)
Most incorporate some form of accreditation by the HEA (UK PSF).
‘MAAP’: MA Academic Practice
A programme for lecturers and other staff involved in the facilitation of learning at City
Part time, fee free to University staff
Entire programme HEA accredited (PSF, 1, 2 & 3)
Draws on: theory, practice, reflection, technology
Topics include: learning, teaching & assessment; curriculum design, student support, personal tutoring, educational technology, academic leadership, educational research.
Teaching development programmes
Have you taught or been a learner on a teaching development programme?
What did you think of it? Worthwhile? Or not?
Did the programme address plagiarism and / or plagiarism prevention issues?
Plagiarism prevention and MAAP
Three strategies:
1. In the opening module, we introduce key plagiarism issues and debates and explore the assessment design / plagiarism prevention relationship (using a video, a case study and other activities)
2. At programme level, we use a range of assessment methods and approaches, which learners can consider applying to their own contexts
3. We embed technology into the teaching and learning process: e.g. Moodle (VLE) and the StudyWell website.
Strategy 1
Introduce key plagiarism issuesUnpacking the terminology and the challenges
(Williams & Carroll, 2009; Sunderland-Smith, 2008)
Plagiarism models (Macdonald & Carroll, 2006; Carroll, 2007; Blum, 2009)
Staff and student responsibilities (Blum, 2009)
Plagiarism prevention advice (Carroll, 2007)
Assessment design / plagiarism prevention (Carroll, 2007; Falchikov, 2004; Pickford & Brown, 2006)
Handling cases / resources and support.
Our approach: make it active and relevant; consider the issues from different perspectives.
Strategy 1
Introduce key plagiarism issuesThe StudyWell website:
www.city.ac.uk/studywell
http://www.city.ac.uk/studywell/understanding/student-stories/index.html
Strategy 2
Diverse assessment approaches Formative presentationsSummative self, peer and lecturer assessed presentationsProduction of a mini-videoE-portfolio activities, such as reflective reports on teaching observationsMentoring or personal development plan
Development of a curriculum planReflective blogSocial bookmarking research activityEducational research yielding a dissertation, learning artifact, or article for publication
Student designed assessment criteria
It is intended that students can transfer some of these approaches to their own learning environments.
Diverse assessment approachesCurriculum design and evaluation module
Module focus: Curriculum theory and practice; development, design and evaluation
Assessment: A verbal, in-class presentation, with self, peer and lecturer assessment
Assessment criteria for the task are negotiated between lecturer and participants
Participants prepare and undertake a 15 minute presentation on any aspect of curriculum
The presentation is assessed by (a) self (30%); (b) peers (30%); (c) the lecturer (40%).
Diverse assessment approachesPersonal and professional development planning module
Module focus: Learners evaluate and reflect on their teaching practice, and consider their development
Assessment: A series of reflective activities using an e-portfolio tool (Pebble Pad)
Learners arrange two developmental teaching observations - unassessed
They produce a reflective piece about these observations using the e-portfolio
They develop an action plan and discursive written paper based on a small scale change or innovation in their working context.
Diverse assessment approachesTechnology enhanced learning module
Module focus: Learners gain knowledge of a range of educational technologies, and apply and evaluate technologies in relation to a specific learning and teaching context
Assessment: A set of ‘joined up’ on-line tasks, leading to a final project
Formative ice-breaker: http://moodle.city.ac.uk/
Two discussion board activities (wiki; debate)
A bookmarking activity and literature summary
A blended learning or technology enhanced project: e.g. a podcast, on-line video, on-line assessment.
Linking strategies to literature
Holistic approach to plagiarism prevention (Carroll, 2007; Macdonald & Carroll, 2006)
Plagiarism, and staff and student cultures (Blum, 2009)
Informing students and staff about the issues (Sutherland-Smith, 2008)
A more student centred approach to assessment (Falchikov, 2004; Pickford & Brown, 2006).
Some discussion questions
What role do you think postgraduate teaching development programmes should play in addressing plagiarism (prevention) issues and promoting good assessment design?
What would you like to see such programmes do that would help you in your disciplinary context or role?
What are the problems / challenges associated with this?
Some trade offs
The disciplinary dimension: what’s needed for one discipline or department may be different from that of another
Maintaining the resources – diverse, innovative assessments may be resource heavy
Mixing assessment types and components on a part time programme for busy academics
Learners may not always like what we think they will
Self assessment issues.
References / other sourcesBlum, S. (2009) My Word! Plagiarism & College Culture. Ithaca/London: Cornell
University Press.
Carroll, J. (2007) A Handbook for Deterring Plagiarism in Higher Education (second edition). Oxford: The Oxford Centre for Staff and Learning Development.
Falchikov, N. (2004) Improving Assessment Through Student Involvement. London: RoutledgeFalmer.
Knight, P. (2006) The Effects of Postgraduate Certificates in teaching and learning in higher education, project report.
Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education 31 (2), pp. 233-245.
Pickford, R., and Brown, S. (2006) Assessing Skills and Practice. London: Routledge.
Sutherland-Smith, W. (2008). Plagiarism, the Internet and Student Learning: improving academic integrity. London: Routledge.
Warren, D. (2008) Bridging among diverse worlds: building pedagogical research capacity through a methodology course within a professional development programme for teachers in higher education, Credit-bearing Professional Development in HE Learning and Teaching, Escalate Symposium, Northumbria University, 01 December 2008.
Williams, K. & Carroll, J. (2009) Referencing & Understanding Plagiarism. Hampshire: Palgrave Macmillan.
To contact me
Patrick Baughan
www.city.ac.uk/ldc
www.city.ac.uk/studywell
Higher Education Academy Assessment matters – original assessment for original
work
Practising what we teach: assessment and plagiarism
prevention on a teaching development programme
Patrick BaughanLearning Development Centre, City University London