Jude Carroll

Plagiarism—a complex issue requiring a holistic institutional approach

Recent years have seen a growing awareness of the incidence of plagiarism, though the response has largely been to focus on deterrence through detection and punishment. However, student plagiarism is a much more complex issue than suggested by a one‐solution response and this paper argues for a more holistic institutional approach that recognises the need for a shared responsibility between the student, staff and institution, supported by external quality agencies. Case studies from three institutions are used to illustrate possible triggers for adopting a holistic approach. The paper presents a checklist for identifying the absence of a holistic approach to dealing with student plagiarism and concludes that a key aspect is to adopt assessment‐led solutions which focus on using low stakes, formative (as distinct from high stakes, summative) assessment.

If I was going there I wouldn’t start from here: a critical commentary on current assessment practice

Assessment is currently in the spotlight for its poor ratings in student satisfaction surveys and ‘under performance’ in quality reviews. Consequently, a variety of initiatives and projects are being undertaken aimed at improving assessment. However, many of the concepts and theories underpinning assessment practice are complex and interrelated, which can mean that relatively simple and apparently minor changes can have major, and often unintended, consequences. This paper was initially prepared to foreground an internal document providing diagnosis and recommendations for change to assessment strategy and policy in a post‐1992 university. It draws on a wide body of literature and research studies to distil and discuss key issues, which should inform assessment decisions. These key issues provide a framework to examine assessment policy and practice and enable the alignment of assessment policy with the beliefs and values of an institution.