Dies ist eine Übersichtsseite mit Metadaten zu dieser wissenschaftlichen Arbeit. Der vollständige Artikel ist beim Verlag verfügbar.
The 36 % Problem
4
Zitationen
1
Autoren
2015
Jahr
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.
Ähnliche Arbeiten
International Journal of Scientific and Research Publications
2022 · 2.691 Zit.
Student writing in higher education: An academic literacies approach
1998 · 2.518 Zit.
Measuring the Prevalence of Questionable Research Practices With Incentives for Truth Telling
2012 · 2.320 Zit.
Comparison of Two Methods to Detect Publication Bias in Meta-analysis
2006 · 2.209 Zit.
How Does ChatGPT Perform on the United States Medical Licensing Examination (USMLE)? The Implications of Large Language Models for Medical Education and Knowledge Assessment
2023 · 1.976 Zit.