Feedback, Assessment and Plagiarism

If you are supporting your student in their reflective processes, then you may decide that it is necessary to give feedback to the student - support and advice is included in our definition. This advice could take the form of formative or summative assessment and be built into a module or student support system. An example of summative use is in the first year of a course, a student may be required to attend a study skills module and the assessment is by portfolio.

An e-portfolio may also be used as a summative assessment vehicle for a particular module. As such, due to its personal nature, it is very suitable if you are looking for ways to minimise the possibility of collusion and plagiarism. Alastair Irons, Northumbria University, discussed this application in a presentation to the 'Plagiarism: Prevention, Practice and Policy' conference, 2005. This type of e-portfolio would become one asset in a more general, wider ranging e-portfolio. However you must bear in mind that learners are not very keen on being assessed (summatively) on their reflections - 'if this is my personal reflection, how can you give me 3 out of 5?' (David Tosh and Jeff Haywood of the Scottish Centre for Research into On-Line Learning and Assessment (SCROLLA), 'Students and e-portfolios - "What is in it for me?"' at ALT-C 2005). Another consideration is that of 'double counting' or self-plagiarism. It is good practice for your learners to reference their own work.

The JISC-funded Plagiarism Advisory Service gives guidance and information on plagiarism prevention and detection.