Action Research Overview

Identifying and Quantifying the Use of Plagiarism in High School Writing Assignments 

Step One:  Identifying the problem.  A teacher has identified plagiarism as a problem with writing submissions from her students and says the problem is widespread.  Further no computerized program is available to help her identify the infraction and the sources of the original work so that students can be taught how to develop originality in writing. Question:  Is the problem so widespread and common that a justification for purchasing software is identified? 

Step Two:  Analyzing the data.  Develop a plan to identify data-gathering techniques that will quantify the plagiarism by percent of submissions and by similarity index.  Using current work with no extra training, students will submit work electronically through a free writing checker program.  The submissions will be sorted and graphed so as to analyze where the problem and how severe the problem is. 

Step Three:  Developing a deeper understanding.  Reviewing the data will help with identification of teaching topics about this digital citizenship issue.  Teachers can software solutions to gain insight into individual students’ needs and insight into knowledge deficits so that classroom intervention is appropriate.  Students will gain understanding about how this issue affects success in college, therefore in life. 

Step Four:  Engaging in self-reflection.  Teachers will reflect on their teaching styles, approaches to develop original thinking and expression, and classroom strategies. Implementation of a specific program with new methods for students to submit work will cause students to rethink and reflect on different and more original means of expression, possibly improving vocabulary and collaboration with peers. 

Step Five: Exploring programmatic problems.  This action research project will allow teachers to see if the plagiarism problem is greater is specific grades or classes.  The free software chosen should allow for analysis of present processes to identify problems.  Then ongoing monitoring would occur with computerized measurement of plagiarism.  Ideally this will be sorted by grade, classroom and teacher.  Gaps can be identified and closed.  Teachers can share successes.  Program gaps can be identified and closed with additional software.

Step Six:  Determining direction.  Those participating in the action research project can collaborate on the data findings and choose the appropriate software solutions.  Together they can develop lesson plans, classroom strategies and compare outcomes after a software program is chosen. 

Step Seven:  Taking action for school improvement.  The teachers who participate can engage other teachers who require writing assignments.  They can assist in the training of the program chosen and encourage participation in the digital solution for plagiarism.  Students will realize a standard approach from all teachers who assign writing work and will learn to improve their originality and presentation regardless of the subject.  An ideal writing checker program will work in subjects like history, government, social studies and science.  Subjects like math require a different kind of accuracy program.

Step Eight: Sustaining improvement.  The ideal program will allow ongoing measurement of writing parameters from semester to semester over the years.  The school will need to identify the levels at which more intervention is required or new digital solutions acquired. If the lesson plans no longer provide students enough guidance to write originally and think originally, then these will need to be evaluated as well.  The action research tools used to quantify and identify, analyze and understand, plan and act can be used with each new evaluation.