Turnitin power user Cath Ellis from the University of Huddersfield presents her institution’s experience of using GradeMark as a tool for online submission and evaluation. She highlights the benefits this approach has for students, staff and the university as a whole. A pilot project with first year students has prompted the development of an institutional strategy on online submission, which has involved a comprehensive streamlining of work flows and a separation of administrative and academic staff roles. Cath also demonstrates the diagnostic abilities of using GradeMark to highlight student strengths and weaknesses and identify where extra support may be required.
Check out this infographic created by our friends at Schools.com inspired from the article, "Beat the Cheat" by Amy Novotney in Monitor on Psychology.
I recently came across a BBC news article, "When algorithms control the world." The author, Jane Wakefield, suggests that algorithms have gotten so sophisticated and are relied on so heavily in how we interact with our electronic world, that they are bound to fail or takeover if we don't tame them. She's not envisioning a future where machines actually takeover the world like Blade Runner, Terminator, or The Matrix.
Wakefield posits, "Algorithms may be cleverer than humans but they don't necessarily have our sense of perspective."
Beth teaches 108 students in 5 classes. For a standard essay, she used to spend about 15 minutes per essay to read, evaluate, and grade:
That's 27 hours outside of preparing and teaching her classes.
Heather Scott, a Turnitin power user and English teacher at Air Academy High School in Colorado, first turned to Turnitin to help identify potential plagiarism. She quickly found the key to reducing plagiarism in her classes was in providing feedback to the students. With GradeMark®, Scott is able to show students what they did wrong, how to correct it, why it is important, and reinforce it in future assignments. She has even found tremendous value and results from having students review other student papers with PeerMark. Read the entire article, "The Accidental Plagiarists" in THE Journal.
Scholastic and the Bill & Melinda Gates Foundation published a report presenting the results of a national survey of 40,000 public school teachers from pre-K to 12th grade.
The survey identified five broad solution areas to address the challenges facing schools today and to help ensure that all students achieve at their highest levels:
- Establish Clear Standards, Common Across States
- Use Multiple Measures to Evaluate Student Performance
- Innovate to Reach Today’s Students
- Accurately Measure Teacher Performance and Provide Non-Monetary Rewards
- Bridge School and Home to Raise Student Achievement
U.S. President Barack Obama participated in a live half-hour interview on NBC's TODAY show with Matt Lauer talking about education as part of the "Education Nation” summit. Watch the interview here:
Read the transcript at: http://today.msnbc.msn.com/id/39378576/ns/today-parenting
Some highlights from the interview:
A way to see the formatted paper in the Originality Report
This is one of the key changes to the Originality Report for Turnitin2, all of the formatting from the student's paper will be preserved in the new report.
A way to see the matches from the Originality Report in GradeMark
This gets to the heart of the changes made in Turnitin2. The user can now see the services layered on top of one another. This allows users to see the Originality Report highlights while marking the paper in GradeMark.
An easy way to see other potential sources for the matches in the Originality Report
In the new Originality Report in Turnitin2, users will have the ability to select to "view additional sources" when they hover on a source in the Primary Source list (the list of sources in the default view of the report). This option will show all of the sources from the Turnitin databases that were found to match the highlighted section of text.
"Curriculum redesign as a faculty-centred approach to plagiarism reduction” is research paper published by Sue Hrasky and David Kronenberg from the University of Tasmania, presented at the 4th International Plagiarism Conference in June 2010.
In it, they first look into two fundamental strategies on approaching plagiarism: proactively educate students on plagiarism, proper citation, and acceptable collaboration; and/or reactively catching and punishing instances of plagiarism. Both of these traditional approaches puts the onus of responsibility on the student. When an accusation of plagiarism occurs, the blame rests with the student rather than with the faculty or the institution.
Some students believe that they can "beat" Turnitin by employing various tactics. Instructors should rest assured that these tactics do not work as our algorithms take such "tricks" into account. In addition, the best practice for ensuring that students are not able to "beat the system" is to review all Originality Reports - regardless of the percentage shown as the Similarity Index. Instructors who look at the Originality Reports will be able to tell if something untoward has occurred.
What tricks do students try?
One trick is to replace a common character like "e" throughout the text of their paper with a foreign language character that looks like an "e" but is actually different (for example, a Cyrillic "e"). This method does not work because our algorithms replace such characters with the corresponding standard English character. The special character will still appear in the Originality Report; however, the word it is in will have been matched against words containing every character that looks like that character. This allows us to show you matches to words with both the special character and the standard character.
A new study from the University of Nebraska—Lincoln examines the prevalence and perceptions of cheating among high school students.
Key findings of the study show:
- 89 percent said glancing at someone else's answers during a test was cheating, but 87 percent said they had done that at least once.
- 62 percent said doing individual take-home tests with a partner was cheating, but 51 percent said they'd done so.
- 23 percent said doing individual homework with a partner was dishonest, but 91 percent had done so.