Changing attitudes in learning and assessment: cast-off ‘plagiarism detection’ and cast-on self-service assessment for learning

Abstract

Considering the change of attitudes of plagiarism detection to assessment for learning, it is necessary to explore the effect of the paradigm shift for Turnitin, from ‘plagiarism detection’ to self-service learning aid. Two research questions are explored in the present study: (1) How Turnitin augments self-service skills of students and lecturers to inform learning enhancement? and (2) What is the polarity of positive and constructive experience with the use of Turnitin to narrow the gap between students’ expectations and university standards? Taking cross-disciplinary groups of academics and students, the study identifies their experiences. The findings suggest that Turnitin enables students to conduct self-service and independent learning through the pedagogical use of the originality report. Turnitin should not be used as a ‘plagiarism detection’ tool. Instead, it can act as a self-assessment and self-learning aid to inform writing enhancement. Recommendations and insights are discussed for such pedagogical use.

Keywords:

• Technology-enhanced learning
• plagiarism detection
• Turnitin
• assessment for learning
• self-service assessment

Acknowledgement

We sincerely appreciate the financial, academic and administrative supports of the Glamorgan’s Sandpit Education Fund, University of Malaya (UMRG Project No: RG365-12HNE) and iParadigms Europe Limited.