I have more or less given up on calling out members on RG who simply copy-and-paste without acknowledging sources or who even steal answers from other posters. Not acknowledging sources is a disservice to those who might want to get more information by going to the source. With student work, it's usually fairly clear cut, once it has been made clear (e.g. on the syllabus or university webpage), what the various types of academic dishonesty are, with examples provided. I have never encountered a case where the student seriously believed they were not violating the stated academic dishonesty policies; they just thought they could get away with it.

From my view, it is necessary to evaluate students ethically because it is considered one of the evaluation criteria to fulfill justice among students.

I have more or less given up on calling out members on RG who simply copy-and-paste without acknowledging sources or who even steal answers from other posters. Not acknowledging sources is a disservice to those who might want to get more information by going to the source. With student work, it's usually fairly clear cut, once it has been made clear (e.g. on the syllabus or university webpage), what the various types of academic dishonesty are, with examples provided. I have never encountered a case where the student seriously believed they were not violating the stated academic dishonesty policies; they just thought they could get away with it.

I will lower grades if plagiarism occurs, although in some circumstances I will warn and lower grade by just a level or two. This is not simply unethical on their part but demonstrates the student's limited knowledge and understanding, which alone demand a poor grade.

I have refused to grade some papers that were largely plagiarized. Thus, in part I am answering a "no" because I would not grade it. In one case, a student submitted an completely plagiarized paper. After talking it over with the dean, I did not grade the paper, but gave the student a "D" as a final grade. The university permitted students to repeat courses they failed, and I did not want to see the student again, and did not want him to be able to hide the grade from people seeing his transcript. He told me that he did it because he wanted an "A" in the class when he applied to medical schools. I hope that blocked his admission. When I worked in medical schools, I saw the literature that correlated cheating in academic settings with cutting corners in clinical settings.

It is clearly stated in the University code that plagiarism is not allowed.

Appropriate sanction shall be given to the students once caught guilty.

Plagiarized work should not be "evaluated" (should they get a better grade if they do a better job of copying??); it should be subject to discipline, according to the policies of the university and/or the instructor.

I worry that beginning students often do not realise how serious misconduct is. So at the beginning of each semester, I take some minutes to explain how having misconduct on their record can destroy a career. It is much better for the student to skip the assignment (those few points are just points; misconduct is real). Teachers who give any grade to plagiarism are sending a message that it isn’t serious, which is not good for the future of scholarship. If its a first offense, rather than throw the book at the student, it is kinder to decline to grade the paper. Students have been grateful once I explained that it was to save them from getting into deeper trouble.

Only if there are human data

São várias questões a serem consideradas, mas todas partem da compreensão de que a avaliação precisa ser ética. Ela precisa, necessariamente, estar no horizonte da ética e/ou, da moral, como sugere a questão. A transparência dos critérios e, talvez, a possibilidade de, pelo menos nos cursos de licenciatura, a construção coletiva dos critérios - a partir das sugestões iniciais e da regulação docente - de avaliação já se coloca na seara da ética a prática pedagógica e a práxis avaliativa, inclusive, com a possibilidade de educar para os processos, para as apreensões teóricas dos/das docentes e dos/das futuros/as docentes. A criteriosidade do/a Professor/a e o investir o tempo necessário para a leitura da produção/resposta do/a aluno/a, o apontamento dos pontos a serem melhorados/refeitos/repensados, reorganizados, um feedback, també contempla a ética porque a ação docente é de ensino. A verificação de plágio, assim como a dedicação à correção, são ações pedagógicas e docentes imprescindíveis.

Plagiarism work is unethical and illegal. We shouldn’t evaluate it and report to the university.

Yes, if this work is not immoral and mistaken.

Absolutely yes

sure

If possible and there are rules to indicate to the student his ethical misconduct at the time of taking as his own the idea of ​​others without the proper reference. It would be up to the platform to propose ways to include mechanisms that alert people to these practices. It should be noted that in the case of students or researchers who have incurred in ethical misconduct, they remain in their files and are not disclosed on the network or on platforms such as Researchgate among others.

Claudionei Vicente Cassol ,

Claudionei Vicente Cassol added a reply to this discussion thread on September 7, 2020, as follows:

"São várias questões a serem consideradas, mas todas partem da compreensão de que a avaliação precisa ser ética. Ela precisa, necessariamente, estar no horizonte da ética e/ou, da moral, como sugere a questão. A transparência dos critérios e, talvez, a possibilidade de, pelo menos nos cursos de licenciatura, a construção coletiva dos critérios - a partir das sugestões iniciais e da regulação docente - de avaliação já se coloca na seara da ética a prática pedagógica e a práxis avaliativa, inclusive, com a possibilidade de educar para os [sic] processos, para as apreensões teóricas dos/das docentes e dos/das futuros/as docentes. A criteriosidade do/a Professor/a e o investir o tempo necessário para a leitura da produção/resposta do/a aluno/a, o apontamento dos pontos a serem melhorados/refeitos/repensados, reorganizados, um feedback, també contempla a ética porque a ação docente é de ensino. A verificação de plágio, assim como a dedicação à correção, são ações pedagógicas e docentes imprescindíveis."

Translation in English, as follows: "I know that there are various questions to be considered, but all of them partake of a comprehension of what a precise evaluation deems appropriate to ethics. This specification necessarily has no moral or ethical horizon, as the discussion thread question suggests. Clearly the necessity of determining criteria and in such cases in order to have a possibility, at least in our courses that are required for the licence [European terminal degree roughly equivalent to a bachelor's degree in the United States of America], to contribute toward a collective way to agree on relevant evaluative criteria, aside from the initial suggestions about regulation at the instructional level, and establish evaluation whether it is ethical to pedagogical practice and to evaluative praxis, inclusively, such as the requirement to educate by means of the maximally possible processes, for the theoretical knowledge of teachers and future teachers. The curiosity of the Professor needed to invest the necessary time to read the production of answers of students, pointing to the aforementioned points to correct, refute, rethink, reorganize, as feedback, and also to contemplate the issue of ethics is an integral part of the teaching and learning process. The duty to verify plagiarism is on the same level as dedication to making corrections because both are common to pedagogical and educational endeavors and indispensable."

Note: I have not attempted to translate Portuguese before, so my above translation from the original text in Portuguese into English is based on my reading knowledge of French literature and Spanish and Mexican literature, acquired at the university level (French) and high school level (Spanish), and my concentrated experiences in several academic-year and summer fellowship sponsored Fulbright teaching, study, research, and travel experiences, and American Heritage Summer Abroad Programs in which I had the honor of participating as a scholar/professor, in France, Spain (Madrid and Barcelona), and Italy (Florence, Rome, and Venice). I therefore apologize for any connotative or denotative errors in my above translation from Portuguese to English.

Thank you very much for your nice answer to my discussion thread question!

Best regards.

Nancy Ann Watanabe