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Author: Emma

Academic Integrity event.

On Friday 9th Feb, Dundee played host to one of 3 Academic Integrity roadshows run by Turnitin. The day focussed on contract cheating, a phrase coined by Lancaster and Clarke.

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Day 5: Involving the students (part 1)

Yesterday, we looked at allowing students to see what others have created for their assignment – how about extending this to getting students to set quiz questions for each other – Today, we have  a guest post by Dr. Carolina Kuepper-Tetzel. about that. An evidence-based strategy that promotes retention of taught material and fosters understanding of material is retrieval practice. Retrieval practice means that students actively bring information to mind – without looking at their notes. The idea it to test oneself on a regular basis on previously-taught material. Frequent quizzing is the key for long-term retention of knowledge....

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Day 5: Involving the students (part 2)

In part 1 of today’s post, we thought about encouraging students to develop quiz questions. Yesterday, we looked at allowing students to see what others have created for their assignment – but what about extending this to allow (require!) peer marking, or perhaps getting students to start looking at how they’ll be graded. We have a number of tools that will allow peer (and self) marking – both VLEs in use (My Dundee and Moodle) have this feature, as does Turnitin. However, the next stage would be to get the students co-create the marking schema. As with all activities that are new for students, it can take time; I have done it a number of times, and each time we needed a lot of preparation time to get the students to understand what they had to do. What was particularly interesting to me was how little the students understood phrases in standard marking criteria that were used in other courses. The highest tech, though, that I ever got to for agreeing the criteria was the invaluable PostIt!     Have you had other ideas for involving students in the assessment process? Further reading: Meer, N., & Chapman, A. (2014). Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE, 1–15....

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Day 4: Increasing the audience.

Over the last 2 days, we’ve looked at the typical type of assessment, in that the only audience for the work are the marker and the moderator. However, in most workplaces, there’s an expectation that a wide range of people will see individuals outputs, whatever they are. In some subjects, this is already done extensively; many have peer audiences for presentations, creative arts often have critiques in which the whole group participates, but for written work, it’s far less common to allow others to see the outputs. While we could use a tool such as OneDrive to allow students...

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Day 3: Working in groups.

Yesterday, we thought about tools that can allow individuals to present their work in varied ways; when we start to think about groups, it becomes the way they communicate between themselves. We’re still thinking about the type of model where work is private to the particular group (tomorrow, we’ll be starting to think about opening up student work to other students). While group work has been used extensively for many years, staff have not always known what tools to encourage students to use when working as a group, as they’re creating / presenting the work. We have a number...

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