This tutorial will help you to understand and recognize plagiarism.
Avoiding plagiarism is important -- both in writing and speaking. When you properly acknowledge the
contributions to knowledge made by other people, you are showing respect for
their work, and you are giving credit where credit is due. You are not
misleading the reader to believe that your work is solely your own.
This tutorial is divided into sections:
The Indiana
University Definition
Overview: when
and how to give credit; recommendations; decision flowchart
Plagiarism Cases:
links to Web sites describing real plagiarism cases
Examples:
word-for-word and paraphrasing plagiarism -- 5 examples each
Practice with
feedback: identifying plagiarism -- 10 items
Test: if you pass,
you can print a confirmation certificate
Resources: Web
sites, books, dictionary links, references
Florence Dujardin on 10 Jul 11Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.
