Does authentic assessment assure academic integrity? Evidence from contract cheating data     

Cath Ellis  Karen van Haeringen  Rowena Harper  Tracey Bretag  Ian Zucker  Scott McBride 《高等教育研究与发展》2020,39(3):454-469

ABSTRACT

Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.  相似文献   

Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes     

Claudia Mitchell  David Dillon  Teresa Strong‐Wilson  Kathleen Pithouse  Faisal Islam  Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55

In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.  相似文献   

Bullies,bullying and power in the contexts of schooling     

Peter Bansel  Cath Laws  Sheridan Linnell 《British Journal of Sociology of Education》2009,30(1):59-69

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post‐structuralist analysis of subjectification and power.  相似文献   

Student or scholar? Transforming identities through a research writing group     

Carly J. Lassig  Lisette H. Dillon  Carmel M. Diezmann 《Studies in Continuing Education》2013,35(3):299-314

This article explores the role a writing group played in influencing the scholarly identities of a group of doctoral students by fostering their writing expertise. While the interest in writing groups usually centres on their potential to support doctoral students to publish, few studies have been conducted and written by the students themselves. Using a situated learning perspective on identity, we explore the connection that emerged between our perceptions of ourselves as developing expertise as scholarly writers and the function of the writing group as a dynamic space for transforming our identities. Findings show that our writing group served as a flexible and interactive Community of Practice (CoP) that shaped critical and durable shifts in identity amongst members.  相似文献   

On Food,Farming and Land Management: Towards a research agenda to reconnect urban and rural lives     

Justin Dillon  Mark Rickinson  Dawn Sanders  Kelly Teamey 《International Journal of Science Education》2013,35(11):1359-1374

Science education has a key role to play in helping people to develop their understanding of the local and global dimensions of food, farming and land management. Based on a review of the literature on what is known about young people’s (3–19) views towards and learning about these topics, a research agenda is outlined for consideration by the science education research community.  相似文献   

The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders' Representations of the Greenhouse Effect     

Jari Ensio Kukkonen  Sirpa Kärkkäinen  Patrick Dillon  Tuula Keinonen 《International Journal of Science Education》2013,35(3):406-424

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Young Children's Aspirations in Science: The unequivocal,the uncertain and the unthinkable     

Jennifer DeWitt  Jonathan Osborne  Louise Archer  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science Education》2013,35(6):1037-1063

Students' lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students' educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students' gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.  相似文献   

Philpapers Breaks New Ground for Discipline Based Repositories     

Cy Dillon 《College & Undergraduate Libraries》2013,20(1):121-126

This is the first in a series of columns intended to report on the progress of the Open Access (OA) movement in scholarly communication, chart the changes OA brings to the methods libraries and library users employ to acquire information, and estimate the value of OA materials for undergraduate library collections. At this point, it is not clear how long commercially published academic journals will be a sine qua non for college libraries. However, it is already obvious that undergraduate instruction can benefit from the scholarship available through Open Access at the same time that our libraries need the budget relief such resources offer. Librarians who work with undergraduates have very good reasons to stay current with the range and quality of OA content as well as with the best means of providing access to that body of scholarship. In addition, faculty teaching undergraduates depend upon librarians to keep them informed about changes in the information environment. With that in mind, “Out in the Open” is an attempt to introduce readers to the people, resources, and trends identified with the rise of Open Access.  相似文献   

Planning the Digital Public Library of America     

Cy Dillon 《College & Undergraduate Libraries》2013,20(1):101-107

By using barcodes to identify random lists of books, taking small monthly samples, and updating a simple control chart, the authors outline a simple, effective way (1) to chart the reasons why books aren't available; (2) to gauge if changes in procedures are needed; and (3) to determine if such changes are successful.  相似文献   

Modeling Passing Rates on a Computer-Based Medical Licensing Examination: An Application of Survival Data Analysis     

André F. de  Champlain  Marcia L. Winward  Gerard F. Dillon  Judy E. de  Champlain 《Educational Measurement》2004,23(3):15-22

The purpose of this article was to model United States Medical Licensing Examination (USMLE) Step 2 passing rates using the Cox Proportional Hazards Model, best known for its application in analyzing clinical trial data. The number of months it took to pass the computer-based Step 2 examination was treated as the dependent variable in the model. Covariates in the model were: (a) medical school location (U.S. and Canadian or other), (b) primary language (English or other), and (c) gender. Preliminary findings indicate that examinees were nearly 2.7 times more likely to experience the event (pass Step 2) if they were U.S. or Canadian trained. Examinees with English as their primary language were 2.1 times more likely to pass Step 2, but gender had little impact. These findings are discussed more fully in light of past research and broader potential applications of survival analysis in educational measurement.  相似文献