An academic integrity approach to learning and assessment design

Margaret Hamilton, Joan Richardson


In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and challenging for each student, regardless of the number of students enrolled in the particular course. We consider the learning design approach to assessment in the context of high-level vocational education. Educational resources are designed to support work-based knowledge and personal development capabilities. Educators assess to provide for professions, work contexts and individual learning needs. The major focus of this paper is discussion of the design of learning approaches and assessment tasks that disenable plagiarism and cheating, and promote problem-solving skills, academic integrity and creativity.


academic integrity, assessment design, blended learning, educational product, work-based assessment

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