Plagiarism Detection: A Comparison of Teaching Assistants and a Software Tool in Identifying Cheating in a Psychology Course

Autor/inn/en	Seifried, Eva; Lenhard, Wolfgang; Spinath, Birgit
Titel	Plagiarism Detection: A Comparison of Teaching Assistants and a Software Tool in Identifying Cheating in a Psychology Course
Quelle	In: Psychology Learning and Teaching, 14 (2015) 3, S.236-249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725715617114
Schlagwörter	Plagiarism; Cheating; Essays; Homework; Large Group Instruction; Computer Software; Semantics; Teaching Assistants; Student Teachers; Comparative Analysis; Student Evaluation; Scoring; Reliability; Efficiency; Preservice Teacher Education; Educational Psychology; Introductory Courses; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Plagiat; Prellen; Essay; Aufsatzunterricht; Hausaufgabe; Semantik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulnote; Studentische Bewertung; Bewertung; Reliabilität; Effectiveness; Effektivität; Wirkungsgrad; Lehramtsstudiengang; Lehrerausbildung; Erziehungspsychologie; Pädagogische Psychologie; Einführungskurs; Ausland; Deutschland
Abstract	Essays that are assigned as homework in large classes are prone to cheating via unauthorized collaboration. In this study, we compared the ability of a software tool based on Latent Semantic Analysis (LSA) and student teaching assistants to detect plagiarism in a large group of students. To do so, we took two approaches: the first approach was in vivo; that is, we observed whether LSA and the teaching assistants could detect plagiarism during the term. The second approach was in vitro; that is, we had 14 teaching assistants and LSA evaluate, after the term had ended, a sample of N?=?60 essays of which two essays were identical. Results showed that the responsible teaching assistant did not detect the duplicates during the term (in vivo) and that the majority of the teaching assistants did not notice that they had read two identical essays (in vitro). Some of them even scored the duplicates in markedly different ways. However, the duplicates were easily identified and evaluated as equally good by LSA. We conclude that using LSA can improve assessment at universities in terms of detecting plagiarism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01