The below test includes 10 questions, randomly selected from a large inventory.
ID: 3499638 • Letter: T
Question
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 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
Computer-mediated learning products-whether they are guided practice exercises, tutorials, simulations, games, hypertext, multimedia or Web documents merely carry out the directives (rules. programs, scripts. mark-ups) from a human who originally designed the particular instructional or informational system and its subject matter. A computer system has no idea of the meanings of the messages (i.e., groups of "signs") being sent back and forth between the and students. A computer system is a medium which conveys those human messages.
References:
Frick, T. (1997). Artificially intelligent systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
The role of a computer-based instructional system is to deliver messages to learners. Those messages originated from a human who developed the instruction. Computer systems do not understand these messages which comprise the instruction, student responses, and feedback during the learning process. A computer is merely a conduit for the exchange of messages between student and teacher. A computer system has no idea of the meanings of the messages.
References:
Frick, T. (1997). Artificially intelligent systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
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
If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices.
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.
If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104).
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 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
In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and "purposeful accidents."
References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
The variety of projects that Google undertakes, from Internet search to cars that drive themselves, could be considered lack of focus. However, perhaps Google recognizes that successful moves that looked like the result of "a brilliant strategy was often the residual result of opportunistic experimentation" (Collins & Porras, 2002, p. 141).
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 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
But what are reasonable outcomes of the influence of global processes on education?While the question of how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable, there appear to be some theories of globalization as it relates to education that can be empirically examined.
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.
Rutkowski and Rutkowski (2009) ask "what are reasonable outcomes of the influence of global processes on education?" (p. 138). This question is not entirely testable and has multiple dimensions but theories of globalization's impact on education exist and provide means of empirical analysis.
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.
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
The technological tools available today for creating computer-based learning materials are incredibly more powerful than those introduced just a few years ago. We can make our own movies with camcorders in our homes; we can publish our own books. Soon teachers and students will be able to use computer-video technology to produce their own learning materials. All it takes is time, know-how, and some funds.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Frick (1991) claimed that computers would become so powerful that K-12 educators and students would able to produce their own multimedia and Web-based learning materials. He further predicted that they would just need to take the time required to learn to use the authoring tools and related technologies such as digital cameras and camcorders.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
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 philosophical position known as constructivismviews 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.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.
Constructivist philosophers assert that knowledge is made by humans themselves. Knowledge is not "out there" in some external reality separate from us. It is we humans who create the content in disciplines such as math and biology. That knowledge would not exist without people making it.
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 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 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.
References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.
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.
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
Instructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.)
The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes.
References:
Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.
The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes (van Merriënboer, 1997, p. 2). Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction, according to van Merriënboer.
References:
Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.
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 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.
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 their 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 Version
While most saw a value in using games, as: 'good for visual/kinesthetic learners'; 'makes teaching and learning more fun, learners are able to work at their own pace'; 'breaks up the lesson, different learner styles'; 'give my students variety and some fun whilst reinforcing their learning'.
References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.
According to Freitas (2006), games can support the learning styles of visual and kineasthetics learners. Games can make teaching and learning more fun, and learners are able to work at their own pace. Also, games are seen as a break from a lesson in which students reinforce their learning during the break.
References:
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Original Source Material
Student Version
Computer-mediated learning products-whether they are guided practice exercises, tutorials, simulations, games, hypertext, multimedia or Web documents merely carry out the directives (rules. programs, scripts. mark-ups) from a human who originally designed the particular instructional or informational system and its subject matter. A computer system has no idea of the meanings of the messages (i.e., groups of "signs") being sent back and forth between the and students. A computer system is a medium which conveys those human messages.
References:
Frick, T. (1997). Artificially intelligent systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
The role of a computer-based instructional system is to deliver messages to learners. Those messages originated from a human who developed the instruction. Computer systems do not understand these messages which comprise the instruction, student responses, and feedback during the learning process. A computer is merely a conduit for the exchange of messages between student and teacher. A computer system has no idea of the meanings of the messages.
References:
Frick, T. (1997). Artificially intelligent systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Web supplement. [R&T]
Explanation / Answer
Item 1
Ans: Paraphrasing plagiarism
Item 2
Ans: This is not plagiarism
Item 3
Ans; This is not plagiarism
Item 4
Ans: Paraphrasing plagiarism
Item 5
Ans: Paraphrasing plagiarism
Item 6
Ans: Word-for-Word plagiarism
Item 7
Ans: Paraphrasing plagiarism
Item 8
Ans: Word-for-Word plagiarism
Item 9
Ans: Paraphrasing plagiarism
Item 10
Ans: This is not plagiarism
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