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ERIC Number: EJ1107711
Record Type: Journal
Publication Date: 2014
Pages: 3
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0963-9284
Misconduct versus Misunderstood? Scaffolding Education and Learning
Luke, Belinda
Accounting Education, v23 n4 p383-385 2014
In this "Postcard from the Podium," Belinda Luke describes her first experience on a faculty Academic Misconduct Committee. From a personal perspective, the experience made her reconsider her own views not only on plagiarism--to which there are varying degrees ranging perhaps from students looking at a previous assignment to using it as a basis for their own submission--but also assessment design and independent learning in the context of the subjects that she teaches. While essentially the knowledge and skills teachers try to develop in each student cohort are the same, and teachers hope students use resources and assessments to develop and demonstrate those skills, perhaps attempting to limit the usefulness of previous semesters' assessments, replacing a "no questions" policy with direction to appropriate resources, encouraging variation rather than replication, and considering different pathways to the same end point will provide a more rewarding outcome for both lecturers and students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A