Plagiarism New academic staff training S.Donegan 30 th Nov

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Overview of Plagiarism The George Siemens training package Discussion Overview of the IT Sligo procedure on Plagiarism – The preventative approach 3

Exercise: Level 1 V’s Level 2 Definition Sanctions Resolution Disciplinary process Records Reference document HETAC Assessment and Standards December 2009 extract below… 4

4.11 Dealing with plagiarism and other types of academic misconduct Providers should build a culture which values and supports good academic conduct. There are degrees of plagiarism ranging from the unintentional and minor to the clearly intentional and extensive. It can arise in a written examination, but more obviously it can arise in course work and project work. Tackling plagiarism effectively requires a multi-disciplinary and multi-layered approach. The provider should have an effective policy and procedures to prevent, detect, combat and deter plagiarism at all levels and by all members in the provider’s organisation. 5

4.11 Dealing with plagiarism and other types of academic misconduct As part of this: - learners and assessors should receive training in the fair dealing with other people’s work (understood inclusively i.e. text, ideas, artefacts, etc.) and in the general and discipline specific norms for the citation of sources; - all should receive training in what constitutes plagiarism and the degrees of plagiarism in the context of total or partial rejection of an attempt at an assessment task. - learners and assessors should also receive guidance on the distinction between acceptable collaboration with other learners and collusion in plagiarism; - learners should be made aware of the consequences of plagiarism to them and to society; 6

4.11 Dealing with plagiarism and other types of academic misconduct assessors should be made aware of the protocols for investigating cases where plagiarism is suspected and the level of evidence required before an accusation can be considered— accusations should not be lightly made; - assessment strategies (including methods etc.) should be designed to minimise the possibility of plagiarism; - assessors where necessary should receive training, guidance and support on the design of 7

4.11 Dealing with plagiarism and other types of academic misconduct assessment to minimise susceptibility to plagiarism and on its detection; - providers should have effective published procedures for monitoring and detecting plagiarism including appropriate warnings, sanctions and penalties. Accepting unwarranted support from others (e.g. parents, professionals) in preparing continuous assessment elements submitted as ones own work is a form of plagiarism. 8