Designing assessments that prevent plagiarism
Macdonald-Ross (2005) states, in the title of his article on plagiarism, “prevention is better than cure” and this can only be reiterated here.
This page considers a range of strategies that may help to prevent plagiarism. Carroll (2002) suggests that there is not one single approach that will deter plagiarism but a raft of strategies that can be adopted and reinforced. These range from course and assessment design through to how you inform students what is acceptable / unacceptable and then, only finally, through to detection.
Course design strategies:
Write learning outcomes -
- that reflect the desire for students to find something out for themselves by gathering and using information
- that avoid words like ‘list’, ‘describe’ or ‘explain’ as these invite students to copy
Select assessment methods -
- that provide variety and require students to present their learning in a range of different (and potentially shorter) formats - e.g. by poster, oral presentation, literature search, web page, through observation / dialogue - not always by extended written pieces such as reports or essays
Map / schedule assessments to avoid over-assessment -
- to ensure that students are not overloaded and to avoid bunching of assessment deadlines as these can encourage students to resort to dishonest tactics
Assessment design strategies:
Vary the assignment each year -
- different style, format, wording to prevent students copying work or getting answers from previous cohorts
Design questions and their wording to -
- Avoid very general questions as this increases the likelihood that relevant materials will be available on the web or to purchase
- Avoid 'show you know' types of question (e.g. what were the causes? how would you treat?) as this can invite students to copy from texts
- Include something specific in the assignment -
- specific to the student - a personal experience
- specific to the subject - a case or theory
- specific to the moment - a recent news item
- specific to the location - a particular building/valley etc.
- Be specific in your instructions
- refer to two recent books or two internet sites
Ensure tracking mechanisms are in place –
- get students to complete some of the work in class so that it can be observed
- get students to submit their essay plan, literature search or first draft
- integrate assessments - for example a subsequent assessment building on the first
- e.g. an oral presentation of an essay or project report
- authenticate what the student knows via a viva or invigilated exam
- e.g. include an exam question that explores the same topics covered in an earlier written assignment
- introduce an element of peer assessment
- e.g. by getting students to judge each others work against the criteria so that they may spot plagiarism
Assess the process not just the final product
- rather than awarding all the marks to the final report/essay, the record of the activities leading up to the final product should also be explicitly marked
- e.g. comments given on draft work / essay plans / literature searches
- log book, progress file
- minutes of meetings
- reflections on how the group worked
- individual reflection
Write assessment criteria that reward -
- referencing and citation
- individuality e.g. of thought or interpretation
- higher level learning such as analysis, comparison, evaluation, argument, critical thinking, reflection on practice
Student support strategies:
- Foster a culture where learning is valued
- Assist in the development of students’ information literacy skills – identifying, finding, evaluating and synthesising resources materials
- Include guidance on referencing, citation, academic writing practices and academic integrity in study skills development activities
- Inform students about the rules, penalties and work with them to make clear what constitutes acceptable / unacceptable practice
- Emphasise and encourage good practice rather than focusing on rules and penalties
- Practice what we preach and ensure that are own course materials and handouts acknowledge their sources and are appropriately referenced
