Bill
On Wed, Oct 29, 2008 at 8:37 AM, Mark Christianson <markc@icu.ac.jp> wrote:
Nice idea on the highlighters, Sylvan. I want to try that.Ged, I agree it would be a standardization nightmare and would probably be testing too many things at once.I was just having fun imagining and thinking about new possibilities. Cheers,MarkOn Wed, Oct 29, 2008 at 8:16 AM, Sylvan Payne <sylvanjpayne@gmail.com> wrote:
Hi allSorry, I just realized last night my C3 mail was being mis-routed to the trash. (I don't think G-mail likes me.) Hence my silence for the last few weeks. I had no idea communication was going on.I think the main thrust of the discussion yesterday was about plagiarism in essay writing, which is a different theme than cheating on a test. (Although test cheating is also an interesting topic.) One thing I've been doing the last couple of years is having students highlight their papers. One color for thesis statement, another for topic sentences and another for outside source materials. This makes essays a lot easier to grade, for one thing-- but better, it makes students aware of the percentage of outside material vs original writing. It also makes them commit to what they say is their work. If a section looks suspiciously unoriginal but isn't highlighted/cited, I can say, Oh, I think you forgot to highlight this section, right? This saves face the first time and doesn't often happen again. Or if it does, I can mention this is a recurring problem and talk about plagiarism rules. This has cut way back on sloppy semi-plagiarism.Sylvan
On Wed, Oct 29, 2008 at 7:54 AM, Ged O'Connell <oconnell@icu.ac.jp> wrote:
Owen, Mark et al,
Let's not confuse concepts.
"Cheating" on a test doesn't change whether the latest technology is a cell-phone or a chisel and tablets of stone. If the rubric of the test says it is open book ... open phone or open tablet of stone ... then using them isn't cheating . If, on the other hand it is a closed book/phone/tablet test, then using them is cheating.
Whether a particular test "should be" open access or not is a different question .... but it has absolutely nothing to do with technology ... unless we are testing the students' ability to use technology.
The crux of the matter is ... what are we testing? and why? ... and these questions existed before the digital age. I remember having a discussion at university about the validity of taking a test in the library, with full access to the resources there ... that was 30 years ago when apples were just a fruit and a cell was a place to put prisoners.
Admittedly, the digital age may (will? is?) change the way society thinks about plagiarism, just as it is making society rethink the laws of copyright ... but until the rules change digital plagiarism is still plagiarism, and cheating on tests will always exist ... in spite of, because of or regardless of the latest technology.
As for Mark's test ... I'd love to see the criteria for it ... what exactly would it be testing?? .... and as for grading it ... it may be an enjoyable experience, but I imagine it would be a standarisation nightmare.
We should have this discussion over a beer sometime.
Cheers in advance,
Ged
2008/10/28 Mark Christianson <markc@icu.ac.jp>
Hi Owen,
Thanks for that different perspective on the plagiarism discussion. I agree it is important to consider how a variety of resources should be available to students when we assess them in tests and assignments. We want assessments to reflect real learning or real tasks as much as possible.
Wouldn't it be cool to have a final exam in a connected classroom with a prompt like the following?
You have 2 hours to answer the question "How should Japanese society deal with the concept of race?" Use any resource at your disposal, including friends, dictionaries, and the internet, with due citation of any information from sources. To present your answer, use any combination of media you feel would be effective, including but not limited to a multimedia essay, an slide show (with voice over), or a movie.
Those would be fun to grade.
Mark-----------------------------------------
On Tue, Oct 28, 2008 at 3:43 PM, Owen James <okokoj@gmail.com> wrote:
Dear C3ers,
I thought today's discussion on plagarism spoke to the need to help teachers and students in the ELP understand 'digital citizenship' and what it means to be a learner in the digital age.
For example:
Re. using electronic devices to 'cheat' on an exam. In a connected world, students need the skills to use a variety of learning tools (cell phones, pocket computers, etc) to access all the sources of information that are open to them. An exam that is valid (mostly) because it limits access needs to redesigned.
Re. exchanging information to 'cheat' during an exam. Seeking out your network in a connected world is how a lot of learning occurs. Tests that connect need to be part of the testing landscape, not only tests that isolate.
The ELP should more proactively address learning in the digital age. I believe that much of what was proposed today was all about trying to strengthen out-of-date 'rules'. This, I fear, is doomed to fail.
Best regards,
Owen.
--
Mark Christianson
English Language Program
International Christian University
3-10-2 Osawa, Mitaka
Tokyo, Japan 181-8585
Tel: 0422-33-3497
Fax: 0422-33-3500
3-10-2 Osawa, Mitaka
Tokyo, Japan 181-8585
Tel: 0422-33-3497
Fax: 0422-33-3500
--
Bill Harshbarger, Ph.D.
Director, English Language Program
International Christian University
3-10-2 Osawa, Mitaka-shi
Tokyo 181-8585
+ (81) 422-33-3219
billh@icu.ac.jp
http://indirector.blogspot.com
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