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Changing attitudes in learning and assessment: cast-off ‘plagiarism detection’ and cast-on self-service assessment for learning

Thumbnail
Author
Chew, Esyin
Lin Ding, Seong
Rowell, Gill
Date
2015
Type
Article
Publisher
Taylor & Francis
ISSN
1470-3297
1470-3300 (online)
Metadata
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Abstract
Considering the change of attitudes of plagiarism detection to assessment for learning, it is necessary to explore the effect of the paradigm shift for Turnitin, from ‘plagiarism detection’ to self-service learning aid. Two research questions are explored in the present study: (1) How Turnitin augments self-service skills of students and lecturers to inform learning enhancement? and (2) What is the polarity of positive and constructive experience with the use of Turnitin to narrow the gap between students’ expectations and university standards? Taking cross-disciplinary groups of academics and students, the study identifies their experiences. The findings suggest that Turnitin enables students to conduct self-service and independent learning through the pedagogical use of the originality report. Turnitin should not be used as a ‘plagiarism detection’ tool. Instead, it can act as a self-assessment and self-learning aid to inform writing enhancement. Recommendations and insights are discussed for such pedagogical use.
Journal/conference proceeding
Innovations in Education and Teaching International;
Citation
Chew, E., Ding, S.L. and Rowell, G. (2015) 'Changing attitudes in learning and assessment: cast-off ‘plagiarism detection’and cast-on self-service assessment for learning', Innovations in Education and Teaching International, 52(5), pp.454-463
URI
http://hdl.handle.net/10369/9530
DOI
https://doi.org/10.1080/14703297.2013.832633
Description
Copy not available from this repository.
Article published in Innovations in Education and Teaching International available at https://doi.org/10.1080/14703297.2013.832633
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  • School of Technologies Research [166]

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