Preventing Student Plagiarism
(Based on University of Oregon’s Communicating for Academic Integrity)
- Try to understand why students engage in academic misconduct
- Discuss academic integrity proactively and repeatedly
- Encourage students to reflect on its relevance to them personally and professionally
- Help students distinguish between proper and improper practices
- Believe in students’ ability to succeed (and show them that you do)
- Make the purpose of coursework transparent
- De-emphasise competition
- Make the consequences of academic misconduct clear
(Based on Guide for Planning and Designing eAssessment)
(Based on Guide for Planning and Designing eAssessment)
- Give students enough time to do an assignment
- Ensure appropriate assessment workload
- Be realistic about the size of assignments
- Provide adequate support to students on matters relating to assessment
- Ensure equitable and sufficient access to resources and study materials
- Make the task interesting and worthwhile
Academic Integrity and Generative Artificial Intelligence (GenAI)
Generative AI (GenAI) becomes a normal part of learning, teaching, and assessment at PolyU from Semester One 2023/24. The University takes an open and forward-looking stance on the use of GenAI tools as a positive and creative force in education, and the incorporation of such use in innovative learning, teaching, and assessment practices. PolyU allows the use of GenAI for take-home continuous assessment tasks, but also upholds the principle that students should be accountable for their own work.
Using GenAI in Assessments and Assignments
Teachers should consider academic integrity carefully when designing assessments. If students are allowed to use GenAI tools to help them create their assignment submission, clearly state to what extent they can use it. Teachers may consider using a GenAI usage framework such as the AIAS developed by Furze et al. to communicate the extent of GenAI usage allowed in an assessment task. Teachers may have to reconsider how their assignments are designed in order to help students uphold academic integrity, and so that GenAI can be used to assist with, but not complete an assignment for a student. Please see https://www.polyu.edu.hk/edc/explore-a-topic/generative-ai/ for more information about redesigning assessment practices.
Using the Honour Declaration Form
Using an Honour Declaration Form Departments, programmes, and subject teachers have the responsibility to inform students of the importance of academic integrity, the relevant requirements, and the consequences of breaching these requirements. Honour Declaration Form can be a handy tool for communicating such expectations. It can also be used to educate students about the responsible use of GenAI tools to produce text and other media. The honour declaration forms below were developed with this in mind:
(To modify, please open the PDF files in MS Word.)
To open a PDF file in Word:
1. Save the PDF file on your device.
2. Right click on the PDF file and choose ‘Open with’.
3. Select ‘MS Word’ from the list.
Using these forms is not compulsory, but they can provide teachers with an idea of how students have used GenAI in their assignments/assessments, allowing them to support students in using GenAI properly and ethically. Teachers may use the forms directly or modify it to fit their assessment contexts.
Citing the use of GenAI content
Students should acknowledge where GenAI tools have been used in an assessment according to accepted academic conventions. Teachers should explain clearly to their students what citation style is required for their subject. For details on citation styles, please refer to the PolyU library webpage.
Useful Links
PolyU Regulations on Academic Integrity:
https://www.polyu.edu.hk/ar/academic-integrity/what-is/
Sample Letter to Students:
https://www.polyu.edu.hk/Content/Explore a topic/Academic Integrity/Sample Letter
Student Handbook:
https://www.polyu.edu.hk/ar/students-in-taught-programmes/student-handbook/
Contact
Dr Barbara Tam, barbara.tam@polyu.edu.hk, 
2766 5108
