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    The 36% problem

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    2016Scott.pdf (511.5Kb)
    Date
    2015-11
    Author
    Scott, Gray
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    Abstract
    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.
    URI
    http://hdl.handle.net/11274/10304
    https://doi.org/10.1007/s10780-015-9272-4
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    • English, Rhetoric, & Spanish
    

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