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Academic Integrity Self-Evaluation Tool for Teachers


Introduction


Dear Teacher,

We invite you to use the Academic Integrity Self-Evaluation Tool for Teachers (AISETT). The purpose of AISETT is to help teachers evaluate their own knowledge, attitudes and skills regarding academic integrity. Please note that the European Network for Academic Integrity (ENAI) defines academic integrity as “Compliance with ethical and professional principles, standards, practices and consistent system of values, that serves as guidance for making decisions and taking actions in education, research and scholarship” (Glossary for Academic Integrity, pp. 7-8). Your responses to the questions will be used to assess your current skills and knowledge as a teacher as well as identify areas for development.

The tool provides an opportunity for you to reflect upon your own approach and teaching practices and receive some guidance for further development. Your responses will remain anonymous and only available to you. AISETT is designed for personal use. It is your decision whether or not to make use of this tool.

AISETT has five sections of self-evaluation questions. Your answers to the questions will be assigned scores and linked to feedback. You will receive a score and feedback for each question, for each section of questions as well as for the overall tool. Also, you will receive suggestions about material that you may find useful for expanding your knowledge and skills.

This tool has been developed by researchers from the ENAI (http://www.academicintegrity.eu/wp/): Inga GAIŽAUSKAITĖ, Irene GLENDINNING, Tomáš FOLTÝNEK, Salim RAZI, Franca MARINO, Marco COSENTINO, Laura RIBEIRO, Shivadas SIVASUBRAMANIAM. For more information please contact by email surveys@academicintegrity.eu.

Acknowledgement: The authors of the tool gratefully acknowledge the contributions of the whole ENAI consortium for their feedback in the process of development of the tool.  

Directions

It should take approximately 20 minutes to answer the questions. However, you may take as much time as you wish reading through questions, feedback and revising your answers.

Once you have clicked the NEXT button at the end of a section, you cannot return to review or amend the previous page. There is no possibility to save or download your answers and feedback.

NOTE: Throughout the tool we use term “course” defined as “a set of classes or a plan of study on a particular subject, usually leading to an exam or qualification” (Cambridge English Dictionary, synonyms are subject, module, unit).

By “coursework” we mean a task given to students (assignment, project, presentation, class test etc.) during a course.

Data protection statement

This tool is not designed for data collection – any dialogue conducted through this questionnaire will only be available to you. 

Only if you provide your explicit consent by ticking respective consent box under the demographic information, we will save your answers for further processing, analysis and research carried out by the European Network for Academic Integrity and/or its member institutions. Even in this case we do not collect any information which would allow identifying a respondent.

Please note that in order to use the tool you are not obliged to identify your country, gender or age and/or consent to provide your answers for further analysis. 



Academic Integrity Self-Evaluation Tool for Teachers


Demography









Academic Integrity Self-Evaluation Tool for Teachers


{{showSection+1}}. My approach to teaching and student motivation


{{showSection+1}}.1 Statements about my approach to courses


Strongly agree Agree Not sure Disagree Strongly disagree
At the beginning of the course, I explain to students why this course is included in the curriculum.
I usually reuse previously set examination questions and/or coursework assignments
I take action in response to the feedback I receive from students

{{showSection+1}}.2 Statements about my approach to coursework


Strongly agree Agree Not sure Disagree Strongly disagree
For each coursework, I explain to the students why this assignment is important and why the knowledge and skills they gain will be useful for them
When I set coursework for students, I prioritize assessment of learning outcomes over formal issues, such as word-count, formatting, citation style
I encourage the students to propose their own topics for coursework (student negotiated assignment)
I require my students to orally present their work as part of their coursework submission, when appropriate

{{showSection+1}}.3 I give feedback to my students on their coursework


{{showSection+1}}.4 In my courses, I use these forms of assessment (tick all that apply):


Academic Integrity Self-Evaluation Tool for Teachers


{{showSection+1}}. My Interactions with students and guidance about integrity


{{showSection+1}}.1 Which of the following are examples of good academic practice for students that can help your students plan, prepare and complete their written assignment and avoid plagiarising the source materials? Please, read each example and decide if it is good academic practice, poor academic practice or you are not sure.


Good academic practice Poor academic practice I am not sure
Taking clear and systematic notes by separating their own thoughts and ideas from any directly copied text (and making a note of where this comes from).
Allowing sufficient time to complete the work and review their written assignment before submitting it.
Re-writing ideas taken from other sources in their own words, with due acknowledgement to the original source.
Placing many short phrases or sentences copied word-for-word in 'quotation marks' and including an in-text citation and not including any of their own ideas.

{{showSection+1}}.2 Please select ONE answer from the list of options that most accurately reflects your view about your practice when guiding students.


Strongly agree Agree Not sure Disagree Strongly disagree
I pro-actively provide guidance for students on policies and procedures for academic integrity and ethical conduct.
I discuss integrity-related aspects with students at the beginning of my courses.
I provide my students with clear instructions about what is allowed and expected from them when completing a coursework or exam.
I inform students about the consequences if they breach academic integrity.
I do my best to provide references to all resources and materials I use in my teaching.
In my teaching, I present real-life examples showing that studying with integrity and performing professional activities with integrity pays off.

Academic Integrity Self-Evaluation Tool for Teachers


{{showSection+1}}. Awareness about institutional policies


{{showSection+1}}.1 Please select ONE answer from the list of options that most accurately reflects your view about your institution.


Strongly agree Agree Not sure Disagree Strongly disagree
My institution has policies and procedures for dealing with academic dishonesty
I understand my roles and responsibilities in the institutional policies for dealing with academic dishonesty
I understand the process for reporting a suspicion about academic misconduct committed by a student.
I know what sanctions apply for cases of academic misconduct committed by students
In my institution all teachers follow the same procedures for similar cases of student plagiarism or academic misconduct

Academic Integrity Self-Evaluation Tool for Teachers


{{showSection+1}}. Dealing with student dishonesty: Consistency and pro-activity


{{showSection+1}}.1 What do you do when you suspect a student of academic misconduct? (select the most appropriate answer)


{{showSection+1}}.2 I use a software tool to support my effort to detect student plagiarism


{{showSection+1}}.3 I feel well supported by my institution / manager / supervisor when dealing with student academic misconduct


{{showSection+1}}.4 Please, select the circumstances that you think may justify postponing the deadline for an individual student.


{{showSection+1}}.5 Please, select all circumstances that you think may justify not reporting the case of plagiarism.


Academic Integrity Self-Evaluation Tool for Teachers


{{showSection+1}}. Knowledge and skills about plagiarism and academic writing


{{showSection+1}}.1 If your student copied A SENTENCE from another source and used it in their own work, under what circumstances is this NOT plagiarism?


{{showSection+1}}.2 If your students copied a sentence from another source and used it in their own work, under what circumstances would they NOT have to provide a reference to the original source?


{{showSection+1}}.3 For which of the following examples of work by other people or from other sources do you need to provide an acknowledgement? Please, select all the examples that you think should be referenced if used in your own work.


{{showSection+1}}.4 Assuming that 40% of a student's submission is from other sources and is copied into the student's work as described below, indicate your judgement on plagiarism. Please, chose for each case if it is serious plagiarism; plagiarism; you are not sure about this case, or it is not plagiarism.


Serious plagiarism Plagiarism I am not sure Not plagiarism
Word for word with no quotation marks and no in-text citations or references.
Word for word with no quotation marks, has correct references but no in-text citations.
Word for word with no quotation marks, but has correct references and in text citations.
With some words changed with no quotation marks, references or in-text citations.
With some words changed with no quotation marks, has correct references but no in text citations.
With some words changed with no quotation marks but has correct references and in-text citations.
Consisting of many short phrases from different sources, with no quotation marks, references or in-text citations.
Consisting of many short phrases from many different sources, with quotation marks, in-text citations and correct list of references.

Academic Integrity Self-Evaluation Tool for Teachers



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