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ERIC Number: EJ1096879
Record Type: Journal
Publication Date: 2016-May
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0826-4805
The 36% Problem
Scott, Gray
Interchange: A Quarterly Review of Education, v47 n2 p133-156 May 2016
Student learning assessments--from the institutional level to "Academically Adrift"--routinely overlook the ways that plagiarism and cheating may contribute to poor outcome performance. The blind spot is a curious one. Faculty have long warned students that they must complete work honestly if they are to learn. Cognitive research offers good reasons for such warnings: Students are unlikely to improve at skills or retain content unless they think their way through the work. Yet assessors speculating about below-expectation student performance rarely consider the role of academic integrity, and few surveys on teaching effectiveness inquire into integrity policies. Drawing on cognitive and behavioral research, this paper makes a case for giving academic integrity variables more attention in assessments and studies.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A