Student Assessment - Resources

Plagiarism Detection Tools | Rubric Tools | Assessment Checklist | Using Assessment tips

Plagiarism detection tools

Anti-Plagiarism is a computer application designed to effectively detect and thereby prevent plagiarism. It is a versatile tool to deal with World Wide Web copy-and-paste information.

WriteCheck (powered by Turnitin)
WriteCheck presents users with ease to interpret results showing which sections of a paper appear to be unoriginal and that the writer should verify as properly cited, summarized or paraphrased.

Plagiarism Checker
Plagiarism Checker can help you find out whether a student's paper has been copied from the Internet.

Turnitin : Anti-Plagiarism Service
Papers are sent to the Turnitin website and then comapred to files/text on the internet and in their own database. Turnitin instantly identifies papers containing unoriginal material and acts as a powerful deterrent to stop student plagiarism before it starts.



Rubric tools

The available rubric generation tools includes:

Oncourse iRubric



produce a rubric that one person can use to judge one assignment, project, or set of performances at a time. Second generation tool such as Flashlight Online 2.0 enables an author, or set of authors, to create or collect a bank of criteria (e.g., A-J), choose a subset of those criteria to judge each project (judge one assignment with criteria A, B, and D, while later judging another assignment with criteria B, C and E). Second generation tools can also be used to provide different reports to different stakeholders.


Quick Assessment Checklist

Here are some questions to review once you have developed the assessment activities for your course:

  1. Do the assessment activities relate to the learning objectives or outcomes for the course?
  2. Are my instructions for each assignment or exam clear?
  3. Have I included examples or suggestions to direct students how to complete assignments?
  4. Have I included instructions on how to submit assignments, including assignment format, such as submitting an assignment as a Word document?
  5. Have I told students when and how they will receive feedback?

Suggestions for Using Assessment Techniques

Angelo and Cross made some suggestions in their book Classroom Assessment Techniques: A Handbook for College Teachers, in order to begin using assessment techniques successfully:

1. If an assessment technique does not appeal to your intuition and professional judgement as teacher, don’t use it.
2. Don’t make assessment into a self-inflicted chore or burden. Start small.
3. Don’t ask your students to use any assessment technique you haven’t previously tried on yourself.
4. Allow for more time than you think you will need to carry out and respond to the assessment.
5. Let students know what you learn from their feedback and how you and they can use that information to improve learning.
6. Don’t use an assessment technique to ask for student feedback if you are not willing to consider changing how you teach that section of the course or if you are not prepared to deal with the sort of feedback you may receive.