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Categorizing students, categorizing texts: will plagiarism detection leave blood on the tracks?
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.ORCID-id: 0000-0002-4589-8243
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).ORCID-id: 0000-0001-7494-6980
Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
2017 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

Within research on examination cheating, a common assumption is that plagiarism in the context of examination is increasing epidemically. A uniform definition of plagiarism does not exist, but plagiarism is the category most frequently used when students at Swedish universities are notified and sanctioned for deception. Text Comparison is frequently presented as an effective technology for addressing plagiarism. Plagiarism Detection Services (PDS) are used for detecting text overlaps, particularly in higher education. While Higher Education Institutions in some countries appear to have uncritically accepted the use of text comparison technology, the reception in other countries have been ambivalent or even critical. The present project studies consequences of the use of text comparison through teachers meaning making regarding the pedagogical task to grade students and the moral task, to report students that try to deceive. We hypothesize that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison technology, therefore, runs the danger of introducing consequential biases to the assessment of student performance. The material has been gathered in four focus group conversations. Focus has been introduced through the presentation of reports from a Plagiarism Detection System. A topical analysis has been performed on the transcribed conversations. From our results, we conclude that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison, therefore, runs the danger of introducing a consequential bias to the assessment of student performance leaving students open to the accusation about deception.

 

sted, utgiver, år, opplag, sider
2017.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-17505OAI: oai:DiVA.org:hkr-17505DiVA, id: diva2:1149536
Konferanse
Earli 2017 Biennal conference
Tilgjengelig fra: 2017-10-16 Laget: 2017-10-16 Sist oppdatert: 2017-10-16bibliografisk kontrollert

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Eklöf, Anders

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Nilsson, Lars-ErikEklöf, AndersKullenberg, Tina
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Totalt: 145 treff
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