How to Recognize Plagiarism — Graduate Certification Tests : School of Education, Indiana University Bloomington

How to Recognize Plagiarism — Graduate Certification Tests : School of Education, Indiana University Bloomington

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Plagiarism Certification Tests for Master’s and Doctoral Students

These tests are intended for master’s and doctoral students.

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.http://www.iu.edu/https://www.indiana.edu/~academy/firstPrinciples/index.htmlhttps://www.indiana.edu/~academy/firstPrinciples/index.htmlhttps://www.indiana.edu/~academy/firstPrinciples/overview/index.htmlhttps://www.indiana.edu/~academy/firstPrinciples/tutorials/index.htmlhttps://www.indiana.edu/~academy/firstPrinciples/register.htmlhttps://www.indiana.edu/~academy/firstPrinciples/certificationTests/index.htmlhttps://www.indiana.edu/~academy/firstPrinciples/certificationTests/certificateValidation.htmlhttps://www.indiana.edu/~academy/firstPrinciples/faq.htmlhttps://www.indiana.edu/~academy/firstPrinciples/resources.htmlhttps://www.indiana.edu/~academy/firstPrinciples/sitemap.htmlhttps://www.indiana.edu/~academy/firstPrinciples/IUcriteria.html

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Acknowledge Site

Original Source Material Student Version

Participant motivation to engage in these activities can also be enhanced by providing students with an opportunity to help generate the solutions to tactical problems that exist within net/wall games and have input into game creation. The principles provide a framework of tactical solutions that range from simple to complex (i.e., tactical complexity) and promote understanding of these solutions through creating games that exaggerate their importance and relevance in game settings.

References: Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. Teaching Elementary Physical Education, 14(1), 8-11.

If tactics don’t matter and a game is all about pure physical skill, it can become rather boring. The tactical dynamic, especially between players, can lead to unexpected outcomes as a result of player innovation. Furthermore, giving players an opportunity to contribute to creating solutions to problems that are tactical in net/wall games can contribute to enhancing player engagement.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarismhttps://www.indiana.edu/~academy/firstPrinciples/acknowledge.html

3/21/2019 How to Recognize Plagiarism — Graduate Certification Tests : School of Education, Indiana University Bloomington

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This is not plagiarism

Hints

Item 2

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

We considered a number of methods for measuring similarity between countries with respect to their mathematics attainment. A simple comparison of scale scores over time was rejected as this would limit the investigation to asking how much respondents from a country know on a given topic. Instead, we chose an item-level analysis that allows for a closer examination of what respondents in a given country know and how this compares to other countries.

References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137- 152.

We came up with several methods for assessing how closely related two classes were with regards to their reading ability. A straightforward contrasting of test scores was deemed unacceptable since this would make it challenging to determine what reading strengths students from a specific class had. We decided, instead, to focus on answers to specific test questions to be able to see how students in a particular class stacked up against other classes with respect to the particular test question.https://www.indiana.edu/~academy/firstPrinciples/hints.html

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Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

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

Pei is popularly known for the controversy surrounding his Grand Louvre Pyramid (1988), constructed in the courtyard of the Louvre (fig. 25.21). The Pyramid deliberately turns the tradition and concept of pyramid inside out. A pyramid is supposed to be solid, dark, and solitary–a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe.

References: Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photography

One of the great wonders of the world are the pyramids of Egypt. These pyramids have become a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe and the embodiment of associations with the pyramid shape which is supposed to be “solid, dark, and solitary” (Arnason, 2003, p. 667)

References: Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photographyhttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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(5th ed.). Upper Saddle River, NJ: Prentice Hall.

(5th ed.). Upper Saddle River, NJ: Prentice Hall.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

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

Pei is popularly known for the controversy surrounding his Grand Louvre Pyramid (1988), constructed in the courtyard of the Louvre (fig. 25.21). The Pyramid deliberately turns the tradition and concept of pyramid inside out. A pyramid is supposed to be solid, dark, and solitary–a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe.

References: Arnason, H. H. (2003). History of modern art:

Arnason (2003) describes Pei’s Grand Louvre Pyramid as playing with traditional notions of what a pyramid should be: “solid, dark, and solitary– a mesmerizing symbol of the exotic world beyond the streets and cultures of Europe” (p. 667). In this way, the pyramid approach serves both functional and aesthetic purposes.

References: Arnason, H. H. (2003). History of modern art:https://www.indiana.edu/~academy/firstPrinciples/hints.html

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painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall.

painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

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

It is possible to travel to the future. That is, relativity shows that it is possible to create a time machine that will jump you forward in time. You step into the time machine, wait, step out, and find that much more time has passed on the earth than has passed for you. We do not have the technology today to do this, but it is just a matter of engineering: we know it can be done.

The possibilities that science suggests often provide the inspiration for science fiction authors. For example, the theory of relativity shows that it is possible to create a time machine that will jump you forward in time has no doubt spurred people to consider the implications that this possibility would have for society.https://www.indiana.edu/~academy/firstPrinciples/hints.html

3/21/2019 How to Recognize Plagiarism — Graduate Certification Tests : School of Education, Indiana University Bloomington

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References: Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 6

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

Suppose you study a group of successful companies and you find that they emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven’t merely discovered the management practice equivalent of having buildings? How do you know that you’ve discovered something that distinguishes the successful companies from

Attributes of rigorous research can be shared across subjects of study. For example, Collins and Porras (2002) highlight the importance of having a control group when comparing companies in any effort to identify what specific company characteristics are able to distinguish the successful from the ordinary.https://www.indiana.edu/~academy/firstPrinciples/hints.html

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other companies? You don’t know. You can’t know–not unless you have a control set, a comparison group.

References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 7

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

From reading educator- authors’ revisions, and experiencing confusion myself surrounding how performance measures fit into a design case, I feel the problem arises from how new authors view design cases in relation to scientific experimental

The confusion regarding the way performance measures relate to design cases is explained as stemming from “how new authors view design cases in relation to scientific experimental studies in education” (Howard, 2011, p. 50). The paradigm shifthttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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studies in education. A designer who is also a researcher must recognize the difference in perspective between a design case and an experimental study which uses a design for teaching and learning.

References: Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55.

is something that I can see myself struggling with.

References: Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 8

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

Whereas Gauguin was an iconoclast, caustic in speech, cynical, indifferent, and at times

The personalities of Gauguin and van Gogh were drastically different. A spirit of enthusiasm forhttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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brutal to others, Vincent van Gogh (1853-90) was filled with a spirit of enthusiasm for his fellow artists and overwhelming love for humanity.

References: Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall.

his fellow artists and overwhelming love for humanity filled Vincent van Gogh. The personality of Gauguin on the other hand was often described more negatively.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 9

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

While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition

In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, learners seemed more inclined to provide reasons to back up theirhttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions.

References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’ comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would help me know that the suggestions have been thought through (even if I don’t always agree with them).

References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’ comments in asynchronous computer- mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 10

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 Versionhttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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Remember the Grudgers of Chapter 10. These were birds that helped each other in an apparently altruistic way, but refused to help – bore a grudge against – individuals that had previously refused to help them. Grudgers came to dominate the population because they passed on more genes to future generations than either Suckers (who helped others indiscriminately, and were exploited) or Cheats (who tried ruthlessly to exploit everybody and ended up doing each other down).

References: Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

In the example, three categories of behavior are identified: Cheats, Suckers, and Grudgers. Cheats attempted ruthlessly to take advantage of everybody. Suckers aided others without discrimination, and were taken advantage of. The behavior of Grudgers they replicated accurately was a bit more complex.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Evaluate my answers for a possible certificatehttps://www.indiana.edu/~academy/firstPrinciples/hints.html

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