How automated feedback through text mining changes plagiaristic behavior in online assignments

Akçapınar, Gökhan

doi:10.1016/j.compedu.2015.04.007

Cited by 53 publications

(34 citation statements)

References 23 publications

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“…What types of institutional environment and support do institutions need to provide to develop technology-enhanced (ie, pedagogically grounded) Assessment OF/FOR/AS Learning? A number of papers in the systematic review discussed institutional leadership and support through policies focusing on specific issues in TfA such as plagiarism (Akçapınar, 2015), to broader policies that develop academic supports (Mettiäinen, 2015;Whitelock et al, 2015) or communities of practice (Blackburn, 2017;Marín et al, 2016). Papers by Blackburn (2017) and (2012) Institutional financial investment to support TfA seems necessary.…”

Section: Institutional Environment and Supportmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

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Section: Institutional Environment and Supportmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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“…A popular concern was that formative feedback, the feedback provided during the learning process, may lead to students gaming the system [7]- [9]. Many tested programming assignment systems provide no formative feedback to students or limit the allowed number of submissions [9]- [11]. As a result, there is a gap in our understanding on how students utilize automated formative feedback and whether that leads to better learning efficacy.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Essential of Meaningful Automated Formative Feedback for Programming Assignments

Hao

Wilson

Ottaway

et al. 2019

2019 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

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This study investigated the essential of meaningful automated feedback for programming assignments. Three different types of feedback were tested, including (a) What's wrong -what test cases were testing and which failed, (b) Gapcomparisons between expected and actual outputs, and (c) Hinthints on how to fix problems if test cases failed. 46 students taking a CS2 participated in this study. They were divided into three groups, and the feedback configurations for each group were different: (1) Group One -What's wrong, (2) Group Two -What's wrong + Gap, (3) Group Three -What's wrong + Gap + Hint. This study found that simply knowing what failed did not help students sufficiently, and might stimulate system gaming behavior. Hints were not found to be impactful on student performance or their usage of automated feedback. Based on the findings, this study provides practical guidance on the design of automated feedback.

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“…One reason for considering plagiarism as an issue in academic field can be that students mostly misunderstand it (Scanlon, 2007). In the last two decades, there have been many studies on this area (Sims, 2002;Kenny, 2007;Stapleton, 2012;Pecorari & Petrić, 2014;Akçapınar, 2015). The concept of plagiarism for students of Asian countries differs from European students (Gerding, 2012).…”

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confidence: 99%

Students` Attitude toward Effectiveness of Anti-Plagiarism Software, Turnitin

M.Amin¹

2019

ALR Journal

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Students assessment is one of the essential components of education to evaluate the effectiveness of a program and decision makings. Antiplagiarism software packages are widely used in many universities and institutions to assess students` performance in their assignments and papers and to give them feedback. This study attempted to investigate students` background and familiarity regarding the concept and kinds of plagiarism, their reasons for plagiarizing, suggestions for avoiding it, and their attitudes toward effectiveness of the anti-plagiarism software Turnitin.Using survey and open-ended questions, followed up by interview, in this study we analyzed collected data from 42 university students in the department of English Language Teaching (ELT) in North Cyprus. This study triangulated data collection tools by using surveys and interviews, also the data were analyzed with SPSS 21.0. The results of survey revealed the students` familiarity with the concept and kinds of plagiarism and their reasons for plagiarizing, open-ended questions concerned with ways of avoiding plagiarism, their attitude toward effectiveness of the anti-plagiarism software, specifically Turnitin and their previous formal studies about plagiarism. In additions, the interview focused on confirmation of survey and open-ended questions as well as the extent of intentionality of plagiarizing and their extra suggestion..

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How automated feedback through text mining changes plagiaristic behavior in online assignments

Cited by 53 publications

References 23 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Investigating the Essential of Meaningful Automated Formative Feedback for Programming Assignments

Students` Attitude toward Effectiveness of Anti-Plagiarism Software, Turnitin

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