Supporting students' reading assessment: an alternative focus for plagiarism education?
This workshop is suitable for
Academic staff
Delivered by
Dr Saranne Weller, King’s College London
The rise in the incidence of reported student
plagiarism is a significant teaching and learning challenge for UK
higher education institutions. The current guidance for students
and the best practice advice for academic staff seeking to reduce
plagiarism often focus on the enhancement of assessment task
design, the teaching of appropriate academic citation skills and,
in particular, the development of student academic writing
practices in the context of generic skills training. This approach,
however, potentially overlooks an important aspect of the
university learning and assessment process – students’ approaches
to reading and source-use in preparation for a written assignment.
Drawing on the outcomes of a recent project funded by a Higher
Education Academy Individual Teaching Development Grant, this
workshop will provide an opportunity for participants to consider
how they and their students can develop an enhanced understanding
of reading-to-write practices within the context of the
disciplinary curriculum.
Biography
Saranne Weller is a Senior Lecturer in Higher
Education and Assistant Director (Accredited Programmes) in King’s
Learning Institute at King’s College London where she has worked
since 2005. She is also the Programme Director for the Postgraduate
Certificate in Academic Practice in Higher Education. Her research
interests include the processes of teaching observation for
academic professional development, curriculum design and student
reading.
Booking
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