Cultural transitions: teaching assessment and acknowledgement practices for international students

1. Cultural transitions: teaching assessment and acknowledgement practices for international students Sandra Chapple Dr Celeste Rossetto University of Wollongong Australia 2010 Plagiarism Conference Northumbria University

2. 2010 Plagiarism conference - Sandra Chapple

3. Project aim: to address issues of plagiarism in a post-graduate subject Broad context – commercialisation of university sector Specific context – post-graduate Masters of Accounting subject Plagiarism - Issues for international students Strategies – new tasks and specific education Feedback and evaluation Conclusions 2010 Plagiarism conference - Sandra Chapple Outline

4. 2010 Plagiarism conference - Sandra Chapple Broad context – the international student body Commercialisation of the university sector UOW 2008 – 39% of student body - international students

5. Large international student block • Competing perspectives • Universities – Maximise revenues and ensure subjects commercially viable • Academics -provide opportunities for students to learn / limited resources to meet needs of international students • Students - Expectations as ‘consumers’ of education – high fees paid 2010 Plagiarism conference - Sandra Chapple Broad context – the international student body

6. Subject in Master of Accounting degree Approx 20 students per class – ages 23-37, even split between males and females Mixed cultural group – China, Saudi Arabia, Nepal, Thailand, Indonesia, Libya Past instances of plagiarism – copying from academic literature Assistance sought from Academic Language and Literacies (ALL) lecturer to redesign assessment tasks – remove opportunities for plagiarism 2010 Plagiarism conference - Sandra Chapple A specific context – post-grad subject

7. Educational culture – high context culture • Takes time to learn and understand customs • Language difficulties • Insufficient for higher education • Poor support and guidance from teaching staff • Focus on content and not on referencing protocols • Failure of staff to understand cultural and historical specificity of plagiarism 2010 Plagiarism conference - Sandra Chapple Plagiarism - why? The international student perspective

8. Multi –level (whole of university) Education of students re acknowledgement conventions Design of assessment tasks to minimise plagiarism Install procedures for detecting plagiarism 2010 Plagiarism conference - Sandra Chapple Strategies to deal with plagiarism Our focus

9. 2010 Plagiarism conference - Sandra Chapple New assessment tasks Developed in context of: - university / faculty policy and programs - desirable graduate qualities - philosophy of student-centred learning Annotated bibliography Debate Essay Exam Scaffolded tasks

10. ALL lecturer - explicit instruction and workshops : • Assessment tasks – What? Why? How? • Summarising and critical evaluation • Correct referencing protocol • Provision of online support material • Subject eLearning site • Provision of specific consultation by ALL lecturer 2010 Plagiarism conference - Sandra Chapple Education of students

11. Via guided reflection • Open ended questions on assessment task guidelines and marking criteria, support from lecturers • Specific questions of assessment tasks via 5 point Lickert scale • Additional comments on tasks or general experiences 2010 Plagiarism conference - Sandra Chapple Evaluation of new tasks

12. Open ended questions • Guidelines and marking criteria useful for understanding requirements of tasks and referencing protocol • Workshops helpful in ‘how to’ complete tasks • Specific tasks • Annotated bibliography – still problematic • Debate – improvement in student knowledge • Improvements in ability to argue a case • More flexible approach to responding to questions 2010 Plagiarism conference - Sandra Chapple Feedback

13. Debate • “I really liked this assessment task” • “Debate is best form of assessment ever” • “It allows us to see issue from both sides” 2010 Plagiarism conference - Sandra Chapple Feedback

14. Assessment tasks initially treated with trepidation but eventually embraced by students Assessment tasks helped with education re referencing protocol Embedded skills led to enhanced student learning Only one instance of plagiarism found in new assessment tasks 2010 Plagiarism conference - Sandra Chapple Discussion

15. Offer similar assessment tasks in future Continue to focus on students’ academic language and learning to create better communicators Provide examples of good speech and poor speech – utilise You-tube clips Ensure ALL lecturer maintains a significant presence in class 2010 Plagiarism conference - Sandra Chapple Recommendations

16. Small class size • Although larger class would preclude debate as assessment task • Short time frame • Evaluate tasks for another class in subsequent year • Provide guidance for and evaluate outcomes of students over the course of their degree 2010 Plagiarism conference - Sandra Chapple Limitations of study

17. Embedding language and learning within assessment tasks enhanced educational experience of students’ and addressed issue of plagiarism Involvement of ALL lecturer assisted development of skills in class lecturer Involvement of ALL lecturer enhanced skill development and outcomes of students Students benefitted from scaffolding of tasks 2010 Plagiarism conference - Sandra Chapple Conclusions

18. In the process of reducing plagiarism, students were exposed to different and more challenging assessment tasks and developed additional skills A collaborative effort resulted in positive outcomes for students and teachers 2010 Plagiarism conference - Sandra Chapple Conclusions