Plagiarism Certification Tests for Undergraduate College Students and Advanced High School Students
These tests are intended for undergraduate students in college or those under 18 years of age.
Read these directions carefully!
The below test includes 10 questions, randomly selected from a large inventory. Most questions will be different each time you take the test,
You must answer at least 9 out of 10 questions correctly to receive your Certificate.
You have 40 minutes to complete each test, and you must answer all 10 questions in order to to see your results. If you do not pass this test in 40 minutes, you can begin a new test. Most people complete this test in less than 15 minutes.
You only get 1 attempt to have each particular test evaluated (e.g., if you try using the Back button and change something, you will not get another evaluation for this test).
If the student version contains BOTH word-for-word and paraphrasing plagiarism, you should select word-for-word.
If you need help, see this document which provides criteria for determining plagiarism that are used in this test.
Privacy notice: If you pass a test, unique information displayed on your Certificate is also stored in a secure location.
Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
|
Student Version
|
Educational researchers, policymakers, and practitioners agree that educational research is often divorced from the problems and issues of everyday practice--a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of "usable knowledge" (Lagemann, 2002). Design-based research (Brown, 1992; Collins, 1992) isan emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. We argue that design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments.
References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8.
|
A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown's approach) began a concerted effort to define the standards and argue the legitimacy of this type ofresearch through design. For example, the Design-Based Research Collective defined design-based research (DBR) as "an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools" (DBRC, 2003, p. 5).
References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry.Educational Researcher, 32(1), 5-8.
|