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- HOW CAN I DESIGN ASSIGNMENTS THAT PROMOTE ACADEMIC INTEGRITY?

KB0016298


HOW CAN I DESIGN ASSIGNMENTS THAT PROMOTE ACADEMIC INTEGRITY?


2mo ago • 22 Views • ( ) ( ) ( ) ( ) ( )

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SET EXPECTATIONS.

Try to articulate your academic integrity expectations in each assignment
description (both in the instructions sheet and in class). Post resource links
on your Canvas course. Invite questions.

This helps students to have reminders about academic integrity beyond the
syllabus, and to have a specific sense of how each assignment (and grading
rubric) reflects your academic integrity goals in the course. 

Consider these questions as you think about this:

 * What am I hoping students will gain from doing this assignment?
 * What academic integrity-related concerns will students have to navigate as
   they do this assignment?
 * Will students have practiced some of the strategies I’m expecting them to
   use?
 * What resources can I offer students to help them understand the goals for the
   assignment, or practice the skills they’ll need to complete it?
 * Am I expecting that students will be working on this alone or is it okay for
   them to collaborate?
 * What kinds of resources are appropriate to use for this assignment, and will
   students know how to use those resources responsibly?
 * Can I be clear about what “help” means in the context of this assignment, and
   where should students go first if they have questions about the project?
 * Can students use tools like Grammarly or translation tools and if so, what
   are your expectations for how they’re using those tools?
 * If students get feedback from friends or family members what might it look
   like to do that responsibly?
 * Is this a test that’s “closed book” and is it clear to students what that
   means?
 * How are you expecting students to organize and keep track of their process?


CHECK YOUR ASSUMPTIONS.

Your assignment may not be as unique as you think it is. Check to see if your
assignment is out there already:

 * Do a Google search for some of the language in your assignment
 * Search popular sites like CourseHero, which allow students to post materials
   from their courses
 * Search “help” or “tutoring” sites like Chegg.com, which allows students to
   post “questions” for the community to answer

Students come to your class with a wide variety of experiences. Examine the
assumptions you have about students’ experience – this might help you zero in on
the kinds of information, instruction, and practice students will find
beneficial. It might also help you determine what expectations you’ll really
want to emphasize in your materials.

Some common assumptions:

 * All students have had practice with citation (not necessarily; many,
   especially first year students, have not substantial practice in citation and
   integrating sources)
 * Students know how to use tools like Grammarly responsibly to get help with
   grammar errors (not necessarily; many students accept Grammarly’s changes,
   even “stylistic” suggestions, without thinking critically about them)
 * Translation tools are of no concern (not necessarily; many students use
   translation tools, but this can become an issue when students are translation
   more than a single word or phrase and instead translating entire articles or
   their own work)
 * Students know what “closed book” means (not necessarily; this is an idiomatic
   phrase that might not be clear to all students, and some might assume that
   web resources aren’t part of the “book”)
 * Students will abide by “closed book” tests administered online (not
   necessarily; students have access to internet resources while taking a test,
   and often we only know about the students who are less dexterous in how they
   make use of those resources)
 * Students know how to do collaborative work responsibly (not necessarily;
   students may have different assumptions about how individual work is
   accounted for, or not)
 * Students know how to get help (not necessarily; there are lots of web-based
   services that offer “help” that aren’t really offering the kind of resources
   instructors might be imagining)
 * Students understand the value of academic integrity (not necessarily; many
   students have been exposed to academic integrity policy as a list of things
   they can’t do and have not really been taught or invited to discuss deeper
   issues)


FOCUS ON THOUGHTFUL ASSIGNMENT AND RUBRIC DESIGN.

Consider designing your assignment to allow for draft submissions or other
low-stakes process work. Incorporating discussion or conferences into an
assignment also gives you a chance to hear students talk about their work in
their own voice.

If you’re working with a rubric, include your academic integrity related goals
(facility with paraphrasing for example, is a measurable criteria on which to
evaluate a student’s work). Reminder: faculty are not permitted to issue a grade
based on a Code violation, so if you’re concerned about whether a student’s work
cross the line from “badly executed paraphrase,” for example, to “Code
violation,” you should contact your unit’s Academic Integrity Code
administrator.

Consider some key questions:

 * What’s the best kind of assessment to accomplish the course goals?
 * Are my assessments appropriate, given my learning goals?
 * Have you given this assignment in a previous version of the class? Consider
   changing something about it to make it unique for each new semester to
   prevent recycling.
 * Does the test have the same pedagogical value online as it does in person?
   Consider using testing for students to check in or test their progress.
 * Does this essay question really ask students to apply what they’ve learned?
   Consider developing questions that pair course texts or draw in recent news
   or events)
 * Is there a way I can include a metacognitive component in an assignment (such
   as a reflection or conversation)?




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