The use of safe assign for marking students' projects

SAFEASSIGNfor

GROUP PROJECTS

Background• Advances in technology

– vast amount of information available

• Increases in class sizes, – reduced individual support

• Academic honesty and integrity

• (Wise et al, 2009)

Causes

• The problem is aggravated by: – Inconsistent teaching of academic writing

and

– Insufficient modeling of appropriate behaviors

• Stevens et al (2007)

SAFEASSIGN

• KEY BENEFIT

– Creates awareness of plagiarism,

• Prevention and detection

– Promotes originality in student work,

– Improves writing.

How to use SAFEASSIGN

GO TO THE CPUT WEBSITE “WWW.CPUT.CO.ZA”

SELECT“Students”

“e-Learning Login” “(Bb 9.1) MyClassroom Login”

USE THE NOVELL LOGIN, I.E.

USERNAME = STUDENT #

PASSWORD = 1ST 6 DIGITS OF IDOR

STUDENT #

SELECT “ASP100B (Module B)”

for Advertising

CLICK ON THE FOLDERS TO ACCESS THE FILES

SELECT “SafeAssign”

THEN “View/Complete” under

“Prac 2 (or 1 for the BTechs) – attempt 1”

SELECT “Browse”

Search for your file (practical or assignment) on the

computerSELECT IT

and then click“Open”

SELECT“Submit”

A REPORT WILL BE REVEALED, BUT WITHOUT RESULTS YET!

LOG OUT OF WEBCT & LOGIN AGAIN!

THE REPORT COULD TAKE ANYTHING FROM 5 MINUTES TO A DAY TO GENERATE!

NB! REMEMBER TO REMOVE ALL GRAPHICS FROM THE DOCUMENT BEFORE UPLOADING – THE SMALLER THE FILE SIZE, THE FASTER

THE REPORT IS GENERATED!

“Matching 9%”(is acceptable, since below 15%)

SELECT“SA Report”

SELECT“Highlight all”

PRINT THE FIRST PAGE OF YOUR REPORT AND ATTACH TO THE

PRACTICAL OR ASSIGNMENT AS YOUR FIRST APPENDIX!

NOW CHECK WHICH PARAGRAPHS HAVE BEEN HIGHLIGHTED!

ADD MORE SOURCES, PARAPHRASE AND CHANGE ACCORDINGLY, SO AS TO

DECREASE THE PERCENTAGE!

YOU HAVE 3 ATTEMPTS FOR EACH ASSESSMENT TO GET THE

PERCENTAGE TO THE ACCEPTABLE LEVEL OF 15%!

• References

• Wise, J., Kim, A., Stierwalt, K. & Hu, H. 2009. Safeassign Transition Report, Spring 2009. The Florida State University

• Stephens, A. M., Young, M. F., & Calabrese, T. 2007. Does moral judgment go offline when students are online? A comparative analysis of undergraduates’ beliefs and behaviors related to conventional and digital cheating. Ethics & Behavior, 17(3), 233-245.