When I grade assignments I tend to add a lot of comments to explain errors and address misconceptions. If I ever deduct points from a student’s assignment without explaining why (often in some detail), it’s simply because I’ve forgotten.
The situation I’m facing now is that my good intentions have come back to bite me. What happens when a student whose assignments I’ve so carefully annotated has to repeat the course? Ideally, the student would use my comments to supplement his or her understanding, and then do a better job of answering the question in his or her own words. There may be only one correct answer, but there is often more than one way to explain why it is correct.
That’s how I’d like it to work, but that isn’t what I’ve got. What I’ve got is Rosalie. (Rosalie is not the student’s real name, and may or may not be consistent with the student’s gender.) Last term was a continuous struggle with Rosalie over plagiarism. She copied passages from the textbook and internet verbatim, even after I tried to explain that this was not acceptable and allowed her to revise her work instead of giving her a zero outright. Unfortunately, Rosalie failed the final exam with a sufficiently low grade that she also failed the class. This was the last course Rosalie needed to graduate, but her final grade was so low that it was well past any help from discretionary wiggle room.
So Rosalie is back in my class this term, and as you may have guessed, Rosalie had no qualms about plagiarizing my comments from last term’s assignment. It appears she started from the Word document that I graded and then proceeded to swap out the odd word for its synonym, or change a verb tense. Sometimes the synonym did not make sense in the context of the sentence. Sometimes she added her own comments that directly contradicted a previous sentence which she copied from my comments. In some places she forgot to delete more conversational parts of my comments along the lines of “As you pointed out earlier in your answer, …”
I started by giving her the benefit of the doubt, but the problem soon became too obvious to ignore. She had not made a good-faith effort to answer the questions in her own words, or even to improve her understanding of the course material. Toward the end she ceased altogether any attempt to modify my earlier comments, other than changing the text colour from red to black.
I don’t know what to make of this behavior. Did she forget the ongoing discussion about plagiarism that we had last term? Did she not understand it? Did she think I wouldn’t notice? Did she feel entitled?
What I’ve done in this case is to review her assignments from last term and look for questions where her grade could benefit from revision, but where I had not expounded at length on the answer. I will let her resubmit those questions but use last term’s grades for the others. This means she will not earn a passing grade on one of the assignments. I’m not sure how she will take this, because I suspect that she has no expectation of passing the final exam. I think she intended to pad her grade with high scores on assignments, and she hopes to scrape by that way. I can’t fathom why she thought this would be the best way to do it.
I don’t know if there is an official policy to cover this sort of thing. I certainly haven’t come across any guidelines. In a different context the assignments could be varied from one offering of the course to the next, but in this case the course is intended to run several years before revisions are authorized. Even if the assignments could be changed up each time, it might not be desirable to do so. The assignment questions were chosen to focus students’ attention on key concepts. These are central ideas that need to be addressed each and every time the course is offered, so creating new assignments would involve finding multiple unique pathways to get students to exactly the same place. How many ways can you ask what colour a buttercup is? Limiting overlap between assignments could undermine what the assignments were intended to do in the first place.
So how do I proceed? Should repeating students be given the benefit of the doubt each time, and then be dealt with if and when they behave unethically? Where would the line be drawn, and how could it be applied consistently? Should limits be fixed at the outset on what can be resubmitted? What about cases when the time limit for document retention has run out and I don’t have my original comments to reference? What if the student failed all of the assignments the first time around and I annotated the heck out of everything in an effort to be helpful? (Sigh. It would be so much easier if they all just passed the course.)
Even if I find a way to manage students who are repeating the course, I realize that not all students cheat in ways that are conveniently foreseeable. If the ones who should know they are likely to get caught still cheat, what is the extent of the problem with students who fly beneath my radar?
I have decided to do two things that I really don’t want to do. One is to go back to having a “must pass” stipulation on the final exam. This means that even if a student has full points on all of his or her assignments, failing the final exam would mean failing the class. I stopped doing this because there are students who work very hard throughout the term and are just not good exam writers… but I don’t see any way around it.
The other thing I’m going to do is limit my comments. If an answer is missing information I will pose a question that prompts the student to look up the information, but not supply it myself. If an answer is incorrect, I will indicate where the problem is, but not go much further than that. If there is a misconception, I will address it briefly and refer the student to additional reading. This doesn’t mean I won’t answer questions to the best of my ability if students ask them. It just means that they will have to ask. Unfortunately, they don’t do that very often.