JackMarker with GitDown: A Framework to Counter Plagiarism at Scale

Scaling anti‐plagiarism efforts to meet the needs of large online computer science classes: Challenges, solutions, and recommendations

“…This work exists in a nascent intersection of mature research communities. Some prior work has specifically investigated plagiarism at scale (Apoorv et al, 2020;Dahiya et al, 2021;Sheahen & Joyner, 2016), but the area as a whole is relatively young. However, several established areas of research touch on pertinent issues of academic integrity in online education.…”

“…Such a situation can arise when a student purchases unique content through contract cheating. More ambitious techniques to combat this form of cheatingsuch as comprehensive watermarking of student starter code and automated detection of requests for answers to sites like Cheggare currently under development (Dahiya et al, 2021;Graziano et al, 2019); once ready, they will be incorporated into this workflow to generate additional submissions to include in the batch of suspicious assignments for the Categorization workflow.…”

On the necessity (or lack thereof) of digital proctoring: Drawbacks, perceptions, and alternatives

“…An estimated 63% of universities in the United States are currently using digital proctoring, although this may include universities using more lightweight tools (such as lockdown browsers), and it does not show how prevalent such tools are within each university.3 | METHODOLOGYIn the Summer 2021 semester, we surveyed students and TAs in a large online computer science master's program about their familiarity with and attitudes towards digital proctoring software. Most students in the program tend to be mid-career professionals around the age of 30; significant research has already been performed on the program itself and its efforts to detect and deter academic misconduct(Apoorv et al, 2020;Dahiya et al, 2021;Graziano et al, 2019;Khazane et al, 2020;Mason et al, 2019;Sheahen & Joyner, 2016). The program employs many TAs who, in addition to grading assessments and answering student questions, often take an active role in course development and administration(Joyner, 2018).…”