1. Higher Education Academy Assessment matters – original assessment for original work Practising what we teach: assessment and plagiarism prevention on a teaching development programme Patrick Baughan Learning Development Centre, City University London

2. Some suggestions… That professional development programmes for higher education teachers should address plagiarism and related issues as part of their own curricula To promote the use of good assessment practice by staff in their teaching, we must build such practices into the design of our own programmes Plagiarism prevention is a shared responsibility (Sutherland-Smith, 2008).

3. … and my approach Introduce the MAAP Outline how plagiarism prevention issues are addressed to learners (staff) undertaking the MAAP programme Identify examples of learner-centered, plagiarism- resistant assessments that it incorporates Discuss the role that such programmes more generally should take in plagiarism prevention And youre involved!

4. Teaching development programmes Expansion and development since 1997 Diverse professional roles of participants (Warren, 2008) Diversity in programme types and content Mixed reports of their value (see Knight, 2006) Most incorporate some form of accreditation by the HEA (UK PSF).

5. MAAP: MA Academic Practice A programme for lecturers and other staff involved in the facilitation of learning at City Part time, fee free to University staff Entire programme HEA accredited (PSF, 1, 2 & 3) Draws on: theory, practice, reflection, technology Topics include: learning, teaching & assessment; curriculum design, student support, personal tutoring, educational technology, academic leadership, educational research.

6. Teaching development programmes Have you taught or been a learner on a teaching development programme? What did you think of it? Worthwhile? Or not? Did the programme address plagiarism and / or plagiarism prevention issues?

7. Plagiarism prevention and MAAP Three strategies: 1.In the opening module, we introduce key plagiarism issues and debates and explore the assessment design / plagiarism prevention relationship (using a video, a case study and other activities) 2.At programme level, we use a range of assessment methods and approaches, which learners can consider applying to their own contexts 3.We embed technology into the teaching and learning process: e.g. Moodle (VLE) and the StudyWell website.

8. Strategy 1 Introduce key plagiarism issues Unpacking the terminology and the challenges (Williams & Carroll, 2009; Sunderland-Smith, 2008) Plagiarism models (Macdonald & Carroll, 2006; Carroll, 2007; Blum, 2009) Staff and student responsibilities (Blum, 2009) Plagiarism prevention advice (Carroll, 2007) Assessment design / plagiarism prevention (Carroll, 2007; Falchikov, 2004; Pickford & Brown, 2006) Handling cases / resources and support. Our approach: make it active and relevant; consider the issues from different perspectives.

9. Strategy 1 Introduce key plagiarism issues The StudyWell website: www.city.ac.uk/studywell http://www.city.ac.uk/studywell/understanding/student- stories/index.html

10. Strategy 2 Diverse assessment approaches Formative presentations Summative self, peer and lecturer assessed presentations Production of a mini-video E-portfolio activities, such as reflective reports on teaching observations Mentoring or personal development plan Development of a curriculum plan Reflective blog Social bookmarking research activity Educational research yielding a dissertation, learning artifact, or article for publication Student designed assessment criteria It is intended that students can transfer some of these approaches to their own learning environments.

11. Diverse assessment approaches Curriculum design and evaluation module Module focus: Curriculum theory and practice; development, design and evaluation Assessment: A verbal, in-class presentation, with self, peer and lecturer assessment Assessment criteria for the task are negotiated between lecturer and participants Participants prepare and undertake a 15 minute presentation on any aspect of curriculum The presentation is assessed by (a) self (30%); (b) peers (30%); (c) the lecturer (40%).

12. Diverse assessment approaches Personal and professional development planning module Module focus: Learners evaluate and reflect on their teaching practice, and consider their development Assessment: A series of reflective activities using an e- portfolio tool (Pebble Pad) Learners arrange two developmental teaching observations - unassessed They produce a reflective piece about these observations using the e-portfolio They develop an action plan and discursive written paper based on a small scale change or innovation in their working context.

13. Diverse assessment approaches Technology enhanced learning module Module focus: Learners gain knowledge of a range of educational technologies, and apply and evaluate technologies in relation to a specific learning and teaching context Assessment: A set of joined up on-line tasks, leading to a final project Formative ice-breaker: http://moodle.city.ac.uk/ http://moodle.city.ac.uk/ Two discussion board activities (wiki; debate) A bookmarking activity and literature summary A blended learning or technology enhanced project: e.g. a podcast, on-line video, on-line assessment.

14. Linking strategies to literature Holistic approach to plagiarism prevention (Carroll, 2007; Macdonald & Carroll, 2006) Plagiarism, and staff and student cultures (Blum, 2009) Informing students and staff about the issues (Sutherland-Smith, 2008) A more student centred approach to assessment (Falchikov, 2004; Pickford & Brown, 2006).

15. Some discussion questions What role do you think postgraduate teaching development programmes should play in addressing plagiarism (prevention) issues and promoting good assessment design? What would you like to see such programmes do that would help you in your disciplinary context or role? What are the problems / challenges associated with this?

16. Some trade offs The disciplinary dimension: whats needed for one discipline or department may be different from that of another Maintaining the resources – diverse, innovative assessments may be resource heavy Mixing assessment types and components on a part time programme for busy academics Learners may not always like what we think they will Self assessment issues.

17. References / other sources Blum, S. (2009) My Word! Plagiarism & College Culture. Ithaca/London: Cornell University Press. Carroll, J. (2007) A Handbook for Deterring Plagiarism in Higher Education (second edition). Oxford: The Oxford Centre for Staff and Learning Development. Falchikov, N. (2004) Improving Assessment Through Student Involvement. London: RoutledgeFalmer. Knight, P. (2006) The Effects of Postgraduate Certificates in teaching and learning in higher education, project report. Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education 31 (2), pp. 233-245. Pickford, R., and Brown, S. (2006) Assessing Skills and Practice. London: Routledge. Sutherland-Smith, W. (2008). Plagiarism, the Internet and Student Learning: improving academic integrity. London: Routledge. Warren, D. (2008) Bridging among diverse worlds: building pedagogical research capacity through a methodology course within a professional development programme for teachers in higher education, Credit-bearing Professional Development in HE Learning and Teaching, Escalate Symposium, Northumbria University, 01 December 2008. Williams, K. & Carroll, J. (2009) Referencing & Understanding Plagiarism. Hampshire: Palgrave Macmillan.

18. To contact me Patrick Baughan p.baughan@city.ac.uk www.city.ac.uk/ldc www.city.ac.uk/studywell

19. Higher Education Academy Assessment matters – original assessment for original work Practising what we teach: assessment and plagiarism prevention on a teaching development programme Patrick Baughan Learning Development Centre, City University London