Assessing learning in Australian universities : ideas, strategies and resources for quality in student assessment

By R. James, C. Mcinnis, M. Devlin. 2002

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Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism (2014, background): “Moreover, not understanding what plagiarism is appears to contribute to increased anxiety about inadvertent plagiarism and uncertainty about what constitutes plagiarism (Ashworth, Bannister, and Thorne 1997; Breen and Maassen 2005; Gullifer and Tyson 2010; James, McInnis, and Devlin 2002; Yeo 2007).”
Developing generic skills through university study: a study of arts, science and engineering in Australia (2010, background): “Arguably, effective assessment both drives and reports on student learning (Carless et al. 2006; James et al. 2002), and grades are a signal to employers and others about a students' level of academic achievement and potential readiness for the workplace.”
In their own words: a qualitative study of the reasons Australian university students plagiarize (2007, background): “However, a number of authors suggest that by paying attention to assessment design, opportunities for digital and other types of plagiarism can be significantly reduced (James et al., 2002; Devlin, 2003b).”