Designing and conducting student assessment
Topic: Designing and marking group work
What measures can you take to identify each student's contribution and minimise plagiarism, in group work?
This topic is designed to help you improve:
- your understanding of strengths and weaknesses of different designs for group work, with regards to originality and plagiarism
- your skills in structuring and processing group work to encourage academic integrity
In this topic, you are asked to analyse various models for assessing group work and evaluate the plagiarism pros and cons.
Further reading on this topic:
Carter, J. (1999). Collaboration or plagiarism: What happens when students work together. Paper presented at Innovation and Technology in Computer Science Education, (ITiCSE), Cracow, Poland. Retrieved November 20, 2007 from http://doi.acm.org/10.1145/305786.305848
Interviews with 15 first-year computer science students in the UK identified loners, cooperators and collaborators and found that “[i]t is not possible to make students work individually, we cannot be there to supervise when they are outside the formal classroom setting. Plagiarism guidelines… need to be written in such a way that they take into account what students do, and how this fits with what lecturers want.” (p.4 of 4)
Isaacs, G. (2002). Assessing group tasks. Retrieved June 1, 2006 from http://www.tedi.uq.edu.au/downloads/T&L_Assess_group_tasks.pdf
“Group assessment may reduce the more common forms of plagiarism. If the group is to plagiarise as a group… then the group members must either be ignorant of the plagiarism policy, or they must collude in breaking it.” (p.16)
Overview |Plagiarism-proofing assessment | Checking submitted work for originality
Designing and marking group work | Teaching online