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Question: Plagiarism Certification Tests for Undergraduate College Students and Advanced High School Students

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Question: Plagiarism Certification Tests for Undergraduate College Studen…
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Plagiarism Certification Tests for Undergraduate College Students and Advanced High School Students These tests are intended for undergraduate students in college or those under 18 years of age. 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 wordfor-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
A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown’s approach) began a concerted effort to define the standards and argue the legitimacy of this type of research through design. For example, the Design-Based Research Collective defined design-based research (DBR) as “an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools” (DBRC, 2003, p.
Educational researchers, policymakers, and practitioners agree that educational research is often divorced from the problems and issues of everyday practice–a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of “usable knowledge” (Lagemann, 2002). Designbased research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. We argue that design-based research can help create and extend knowledge about developing, enacting, and sustaining innovative learning environments. References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 321), 5-8.
References: DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 321), 5-8.
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
Complex learning is the integration of knowledge, | Van Merriënboer and Kirschner (2007) indicated skills and attitudes; coordinating qualitatively that complex learning involves the learning of different constituent skills; and often transferring how to complete authentic tasks which require the what was learned in school or training to daily life use and integration of knowledge and skills from and work. There are many examples of theoretical multiple domains. Complex learning tasks have no design models that have been developed to
single correct method of completion but instead a promote complex learning: cognitive
range of methods that result in the completion of apprenticeship, collaborative problem solving, the task at varying degrees of appeal, efficiency, constructivism and constructivist learning
and effectiveness. They further state that complex environments, learning by doing, multiple
learning involves “the integration of knowledge, approaches to understanding, star legacy, as well skills and attitudes; coordinating qualitatively as the subject of this contribution, the Four
different constituent skills, and often transferring Component Instructional Design model.
what was learned … to daily life and work” (p. 4). References:
References: van Merriënboer, J. J. G. & Kirschner, P. A. K. (2007). van Merriënboer, J. J. G. & Kirschner, P. A. K. Ten steps to complex learning: A systematic
(2007). Ten steps to complex learning: A approach to four-component instructional design. systematic approach to four-component Lawrence Erlbaum Associates, Inc., Mahwah, NJ. instructional design. Lawrence Erlbaum
Associates, Inc., Mahwah, NJ.
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
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 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 authors are not alone in asking “what are reasonable outcomes of the influence of global processes on education?” (p. 138). In fact, this same question provides the basis for the discussion that follows.
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.
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
Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration. When learners are required to find a new portrayal of the information that has been presented, they are required to process the information at a deeper level in order to identify and demonstrate this new portrayal. When they are required to demonstrate their new portrayals to one another, this provides additional portrayals of the information being taught, thus increasing the richness of the instruction. References:
In order to make instruction more effective, learners should be required to find additional portrayals of the information which have been presented by the instructor. Learners are expected to then demonstrate their portrayals to one another. Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration. References:
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.
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
When instructors are creating discussion board activities for online courses, at least two questions must be answered. First, what is the objective of the discussions? Different objectives might be to create a “social presence” among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. Based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. The second question is, how important is online discussions in comparison to the other activities that students will perform? This question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. If a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions. References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.
According to Moore and Marra’s (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. As they stated, when instructors create online discussion board activities, they must answer at least two questions. These questions are: “What is the objective of the discussions?” And “How important are online discussions in comparison to the other activities that students will perform?” According to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (Moore & Marra, 2005). References: Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.
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
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, 271), 180-204.
The major difference between Analysis of Patterns in Time and linear statistical models is that APT does not assume any specific mathematical model. Linear models attempt to find statistical relations between variables that have been measured separately. In APT, temporal patterns indicate relationships. Those patterns are counted in order to estimate their likelihoods. References: Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 271), 180-204.
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
When top-down major changes are initiated in organizations, people tend to assume that training is needed to help members of the organization change their behavior. While training might help, if people in the organization lack commitment to accept the changes, they still might not do what management wants them to do.
Major changes within organizations are usually initiated by those who are in power. Such decisionmakers sponsor the change and then appoint someone else – perhaps the director of training – to be responsible for implementing and managing change. Whether the appointed change agent is in training development or not, there is often the implicit assumption that training will “solve the problem.” And, indeed, training may solve part of the problem…. The result is that potentially effective innovations suffer misuse, or even no use, in the hands of uncommitted users. References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology(p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
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
When major changes are initiated in organizations, there is often the implicit assumption that training will ‘solve the problem. And, indeed, training may solve part of the problem (Dormant, 1986, p. 238).
Major changes within organizations are usually initiated by those who are in power. Such decisionmakers sponsor the change and then appoint someone else – perhaps the director of training – to be responsible for implementing and managing change. Whether the appointed change agent is in training development or not, there is often the implicit assumption that training will “solve the problem.” And, indeed, training may solve part of the problem…. The result is that potentially effective innovations suffer misuse, or even no use, in the hands of uncommitted users. References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
References: Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance Technology(p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
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
Teacher’s professional use of technology involves preparation for various classroom activities, such as, preparing instructional materials, material, communicating or collaborating with peers, students and their parents, locating digital resources, and creating lesson plans. When technology is used for instructional delivery, the teacher or students can use it. Teachers can present instruction by means of a projector or students may use computer-assisted learning applications such as drill and practice, tutorials, and simulations, technology as a tool, involves student use of basic software applications to extend their abilities to solve problems, create products, or communicate and share their perspectives with each other.
Technology offers a variety of rich opportunities available to teachers and students. According to Inan and Lowther (2010), there are three main purposes to use technology in schools: (a) technology for teachers to prepare instructional activities, plans, materials, and resources; (b) technology for instructional delivery for teachers and students; (c) technology as a learning tool for both teachers and students. Although technology provides a number of advantages for teaching and learning, teachers who try to integrate technology in their classrooms have encountered many obstacles that hinder potential benefits of use of technology.
References: Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137-154.
Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism
Expert Answer
Banashree answered this 2,364 answers
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B4 04
Item 1 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 2 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 3 This is word for word plagiarism as student version has copied the content but changed the synonyms as in original version.
Item 4 This is Paraphrasing plagiarism as student version has not mentioned the references as mentioned in the original text.
Item 5 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 6 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 7 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 8 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 9 This is not plagiarism as the student version does not contain any copied line and references are also given in the last.
Item 10 This is Paraphrasing plagiarism as student version has not mentioned the references as mentioned in the original text.

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