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Understanding Plagiarism Home
Instructional Systems Technology Department
How to Recognize Plagiarism
Plagiarism Certification Tests
These tests are intended for undergraduate students in college or those under 18 years of
age.
If you are a master’s or doctoral level student, you should take the test for graduate students.
Click here.
If you have difficulty passing this test, try the practice tests where you get specific feedback
on each question.
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
In contrast to the transmittal model illustrated by
the classroom lecture-note taking scenario, the
constructivist model places students at the center of
the process–actively participating in thinking and
discussing ideas while making meaning for
themselves. And the professor, instead of being the
"sage on the stage," functions as a "guide on the
side," facilitating learning in less directive ways.
Considering the major changes and shifts in
educational needs of today’s society, the need for a
new paradigm of education has emerged. This new
paradigm of education requires a major change in
the role of teachers from being the sage on the
stage to a guide on the side, facilitating learning in
less directive ways.
References:
King, A. (1993). From sage on the stage to guide
on the side. College Teaching, 41, 30-35.
References:
King, A. (1993). From sage on the stage to guide
on the side. College Teaching, 41, 30-35.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
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
I accept the point that whenever learning occurs,
some medium or mix of media must be present to
deliver instruction. However, if learning occurs as
a result of exposure to any media, the learning is
caused by the instructional method embedded
in the media presentation. Method is the
inclusion of one of a number of possible
representations of a cognitive process or strategy
that is necessary for learning but which students
cannot or will not provide for themselves.
Media do not influence learning. Learning takes
place because of the instructional methods
represented in the medium which are used, rather
than medium itself. It is the instructional methods
which influence learning.
References:
Clark, R. E. (1994). Media will never influence
learning. Educational technology research and
development, 42(2), 21-29.
References:
Clark, R. E. (1994). Media will never influence
learning. Educational technology research and
development, 42(2), 21-29.
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
Other major issues involve the accepted methods
by which fidelity is measured. There are two major
methods described in the literature
for fidelity measurement. The first is through
mathematical measurement that calculates
the number of identical elements shared
between the real world and the simulation; the
Liu et al. (2009) identified two major methods for
measuring fidelity. The first is a mathematical
(objective) method that requires counting "the
number of identical elements shared between the
real world and the simulation; the greater the
number of shared identical elements, the higher the
simulation fidelity" (p. 62). The second method
greater the number of shared identical elements,
the higher the simulation fidelity. A second
method to measure fidelity is through a trainees’
performance matrix.
involves a performance matrix that compares a
human’s performance in the simulation with that
person’s real-world performance, producing an
indirect measure of fidelity.
References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D.,
& Vincenzi, D. A. (2009). Simulation fidelity. In D.
References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., A. Vincenzi, J. A. Wise, M. Mouloua & P. A.
& Vincenzi, D. A. (2009). Simulation fidelity. In D. Hancock (Eds.), Humanfactors in simulation and
training (pp. 61-73). Boca Raton, FL: CRC Press.
A. Vincenzi, J. A. Wise, M. Mouloua & P. A.
Hancock (Eds.), Humanfactors in simulation and
training (pp. 61-73). Boca Raton, FL: CRC Press.
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
The study of learning derives from essentially two
sources. Because learning involves the acquisition
of knowledge, the first concerns the nature of
knowledge and how we come to know things….
The second source in which modern learning
theory is rooted concerns the nature and
representation of mental life.
There are two sources that serve as the foundation
for conducting research on learning. The first
source addresses characteristics of knowledge itself
and the different ways in which we learn things.
The second source focuses on what goes on in our
minds and how that is theoretically represented.
References:
Driscoll, M. P. (2000). Psychology of learning for
instruction (2nd Ed.). Needham Heights, MA:
Allyn & Bacon.
References:
Driscoll, M. P. (2000). Psychology of learning for
instruction (2nd Ed.). Needham Heights, MA:
Allyn & Bacon.
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
There is a design methodology called rapid
prototyping, which has been used successfully in
software engineering. Given similarities between
software design and instructional design, we argue
that rapid prototyping is a viable method for
instructional design, especially for computer-based
instruction.
Tripp and Bichelmeyer (1990) suggested that rapid
prototyping could be an advantageous
methodology for developing innovative computerbased instruction. They noted that this approach
has been used successfully in software
engineering; hence, rapid prototyping could also be
a viable method for instructional design due to
many parallels between software design and
instructional design.
References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid
prototyping: An alternative instructional design
strategy. Educational Technology Research and
Development, 38(1), 31-44.
References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid
prototyping: An alternative instructional design
strategy. Educational Technology Research and
Development, 38(1), 31-44.
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
The concept of systems is really quite simple. The
basic idea is that a system has parts that fit
together to make a whole; but where it gets
complicated – and interesting – is how those parts
are connected or related to each other. There are
many kinds of systems: government systems,
health systems, military systems, business systems,
and educational systems, to name a few.
References:
Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa
Educational Foundation. Retrieved from
https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature
Frick (1991) claims that systems, including both
business systems, and educational systems, are
actually very simple. The main idea is that systems
"have parts that fit together to make a whole" (The
nature of systems in education section, para. 1).
What is further interesting to Frick is how those
parts are connected together.
References:
Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa
Educational Foundation. Retrieved from
https://www.indiana.edu/~tedfrick/
fastback/fastback326.html#nature
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
The philosophical position known as
constructivism views knowledge as a human
construction. The various perspectives within
constructivism are based on the premise that
knowledge is not part of an objective, external
reality that is separate from the individual.
Instead, human knowledge, whether the bodies of
content in public disciplines (such as mathematics
or sociology) or knowledge of the individual
learner; is a human construction.
"The philosophical position known as
constructivism views knowledge as a human
construction. The various perspectives within
constructivism are based on the premise that
knowledge is not part of an objective, external
reality that is separate from the individual. Instead,
human knowledge is a human construction" (p.
29).
References:
Gredler, M. E. (2001). Learning and instruction:
Theory into practice (4th Ed.). Upper Saddle, 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 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
There is a desperate need for theorists and
researchers to generate and refine a new breed
of learning-focused instructional design theories
that help educators and trainers to meet those
needs, (i.e., that focus on learning and that
foster development of initiative, teamwork,
thinking skills, and diversity). The health of
instructional-design theory also depends on its
ability to involve stakeholders in the design
process.
Reigeluth (1999) maintains that we "need theorists
and researchers to generate and refine learningfocused instructional design theories…." Such
theories will "help educators and trainers to meet
those needs (i.e., that focus on learning and that
foster development of initiative, teamwork,
thinking skills, and diversity)" (p. 27).
References:
References:
Reigeluth, C. M. (1999). What is instructional
Reigeluth, C. M. (1999). What is instructional
design theory and how is it changing? In C. M.
design theory and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design theories and
Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional
models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum
theory. Mahwah, NJ: Lawrence Erlbaum
Associates.
Associates.
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
The philosophical position known as
constructivism views knowledge as a human
construction. The various perspectives within
constructivism are based on the premise that
knowledge is not part of an objective, external
reality that is separate from the individual. Instead,
human knowledge, whether the bodies of
content in public disciplines (such as
mathematics or sociology) or knowledge of the
individual learner, is a human construction.
Does knowledge exist outside of, or separate from,
the individual who knows? Constructivists hold
that human knowledge, whether the bodies of
content in public disciplines (such as mathematics
or sociology) or knowledge of the individual
learner, is a human construction (Gredler, 2001).
References:
Gredler, M. E. (2001). Learning and instruction:
Theory into practice (4th Ed.). Upper Saddle River,
NJ: Prentice-Hall.
References:
Gredler, M. E. (2001). Learning and instruction:
Theory into practice (4th 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 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 Version
APT was compared with numerous extant
methodologies, including the linear models
approach and event history analysis. The
fundamental difference between APT and these
other approaches is that no particular mathematical
model is assumed in APT. In APT a model is
viewed simply as a temporal pattern, whereas in
most other approaches parameters of a
mathematical model are estimated from data in
which variables are measured separately.
Moreover, in APT probabilities of temporal
patterns are estimated by relative frequency
and duration.
References:
Frick, T. (1990). Analysis of Patterns in Time
(APT): A Method of Recording and Quantifying
Temporal Relations in Education. American
Educational Research Journal, 27(1), 180-204.
In this study, Frick (1990) clarified the distinction
between statistical linear models and Analysis of
Patterns in Time (APT). Compared to the linear
models approach (which includes particular
mathematical models), APT is a straightforward
way to create temporal maps and analyze them for
recurring patterns of events. Moreover, in APT
probabilities of temporal patterns are estimated by
relative frequency and duration of those events.
References:
Frick, T. (1990). Analysis of Patterns in Time
(APT): A Method of Recording and Quantifying
Temporal Relations in Education. American
Educational Research Journal, 27(1), 180-204.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
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This file was last updated on Friday, 30th of October 2015, 02:58:18 AM by T. Frick
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