An integral part of the assessment process is the development of academic and scholarly practices which are based on the highest standards of ethical conduct and intellectual development. All students and staff are required to act with honesty, fairness, respect and responsibility in relation to their academic work. Students need practical and personally meaningful education about plagiarism and appropriate referencing, and teachers need to consider designing assessment tasks and processes that minimise the possibilities for plagiarism.
Design of Assessment Tasks
Generally it is a good idea to require evidence of ongoing individual engagement with the assessment task:
- Try to modify assessment tasks each year so that students cannot copy the work of previous students.
- Set sub-tasks that require students to show their process steps on assessment tasks and indicate individual findings, for example, drawing up an annotated bibliography, marshalling the evidence for and against a position.
- Be careful not to overburden students with assessment as this may put them under pressure to plagiarise.
- Try to include some oral components to assessment tasks.
- Avoid surface tasks requiring little more than reproduction of material.
- Include a meaningful individual component to group work.
These elements help to establish meaningful assessment tasks.
Teaching Development Unit booklets
- Assessment Matters: Academic Integrity
- TDU Talk: Integrating the Development of Students’ Learning Skills into Teaching and Assessment Practices – September 2009 issue