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dc.contributor.authorScott, Gray
dc.date.accessioned2018-09-07T19:37:16Z
dc.date.available2018-09-07T19:37:16Z
dc.date.issued2015-11
dc.identifier.issn1573-1790
dc.identifier.urihttp://hdl.handle.net/11274/10304
dc.identifier.urihttps://doi.org/10.1007/s10780-015-9272-4
dc.description.abstractStudent 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. **This article was published with the assistance of the Texas Woman's University Libraries Open Access Fund. The original article can be found at: https://doi.org/10.1007/s10780-015-9272-4en_US
dc.language.isoen_USen_US
dc.publisherSpringer Linken_US
dc.subjectAssessmenten_US
dc.subjectLearningen_US
dc.subjectPlagiarismen_US
dc.subjectHonor codesen_US
dc.subjectAcademic dishonestyen_US
dc.titleThe 36% Problemen_US
dc.typeArticleen_US
dc.rights.licenseThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.


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