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A test normally refers to a series ofquestions, problems or physicalresponses designed to determine

knowledge, intelligence, or ability.

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1. driving test

2. personality tests

3. intelligence tests

4. aptitude tests

5. school-based tests

Tests are a fact of l ife- you cannot escape them.

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By the end of Unit 4, you should be able to:-1. Describe what is test anxiety.(TA)

2. Determine your level of test anxiety.(TA)

3. List the effects and causes of test anxiety.(TA)

4. Elaborate the various st rategies for reducing your test anxiety.(TA)

5. Describe the types of Objectives and Subjectives test questions andstrategies needed for answering.

6. Identify the strategies for reducing test anxiety before, during and afteran examination.

7. Explain test-taking at WOU.

8. Explain what is Academic Integrity.

9. List the various forms of Academic Dishonest and its consequences.

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Read the story on page 2.

A lot of s tudents are afraid of exams because exam resultsdetermine whether you :-

a. pass or fail.

b. earn a scholarship.

c. earn entry into your desired university.

d. graduate programme or career.

e. afraid of the people who grade their exam scripts-the examiners.

#Examiners would really l ike to pass candidates!

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1. really deserve it.

2. show them how much you know about the subjects.

3. show them you did study hard.

4. show them you deserve the distinction.

5. answer grammatically correct, coherent,comprehensive and informative.

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1. Test anxiety is related directly to testing situations.

2. It involves experiencing headaches, nausea orfeelings of panic, nervousness, tense, distress orworry.

3. Test anxiety = “ anticipatory anxiety” =if you feeldistress while studying and when thinking aboutwhat might happen if you take an exam.

4. As “ situational anxiety” if it occurs while taking atest.

5. Test anxiety can both be beneficial and harmful.

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1. really deserve it.

2. show them how much you know about the subjects.

3. show them you did study hard.

4. show them you deserve the distinction.

5. answer grammatically correct, coherent,comprehensive and informative.

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1.Two general types: - a. physical b. emotional

2.Symptoms = signs you are suffering from adisease.

3. If you suffer from TA you will experience certainPS and ES.

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1. Nausea

2. Dizziness3. Faintness

4. Diarrhoea

5. Tiredness

6. Dry mouth7. Headaches

8. Stomach aches

9. Rapid heartbeat

10. Breathing difficulties11.Perspiration/Sweating

12.Others-

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1. Fear 15. Feeling frustrated

2. Anger 16. Feeling you are not

3. Irritability fully prepared4. Confusion 17. Others

5. Depression

6. Disappointment

7. Crying or laughing

8. Memory problems

9. Difficult concentrating

10.Feeling tense

11.Feeling helpness

12.Feeling panicky

13.Insomnia

14.Negative thoughts

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Now go back to Mei Ling’s experience at the

beginning of the unit.Can you list the P and E symptoms sheexperienced ?

_____________________________________ _____________________________________

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Here is a lis t of negative effects of test anxiety commonly experienced bysudents.

Tick (/) on the ones that you have experienced

Cannot organise your thoughts.

Cannot remember/recall the facts .

Remembering the facts after the test.Mind going blank on and off during a test.

Difficul ty in understanding the questions .

Worry about failing during a test.

Feeling pressured or trapped.Difficul ty s leeping the night before the test.

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1. A little anxiety and stress can motivate us to perform better.

2. There is an “ inverted U” shaped curve between anxiety andperformance.

3. Look at the graph.

4. The higher the anxiety (x-axis), the higher the performance (y-axis)

Figure 4.1 Relationship between performance and anxiety

Anxiety

Per f or mance

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1. Would you study hard if you were not worried at all for yourfuture ?

2. Would you bother to study if you knew you could succeedeasily?

3. By experiencing some anxiety and facing the challenges that

come with it, you learn to cope better with other areas of life.4. Therefore, if you still experience a little bit of anxiety before

or during an exam, look at it +vely.

5. It can actually be good for you!

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Nist and Diehl (1990) developed a shor t questionnaire to determine whether a studentexperiences a mild or severe case of test anxiety.

Never Rarely Sometimes Often Always

1 2 3 4 5

• _______ I have visible signs of nervousness such as sweaty palms , shaky hands, and so onright before a test.

• _______ I have “ butterf lies” in my stomach before a test .

• _______ I feel nauseous before a test .

• _______ I read through the tes t and feel that I do not know any of the answers.

• _______ I panic before and during a test.

• _______ My mind goes blank during a test.

• _______ I remember the info that I b lanked on once I get out of the tes ting si tuation.

• _______ I have tr ouble sleeping the night before a test .

• _______ I made mis takes on easy questions or put answers in the wrong places.

• _______ I have di ff icul ty choosing answers.

Now add up your score.

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10 – 19 = YOU DO NOT SUFFER FROM TEST ANXIETY

10 OR SO = A LITTLE MORE ANXIETY MAY BE HEALTHYTO KEEP YOU FOCUSED/GET BLOOD FLOWINGDURING EXAMS.

20 – 35 = YOU EXHIBIT SOME CHARACTERISTICS OFTA, THE LEVEL OF STRESS AND TENSION IS HEALTHY.

Over 35 = you are experiencing an unhealthy level of testanxiety

Source: http://www.muskingum.edu/%7Ecal/

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Test anxiety is stress felt before an exam or while taking atest.

This section highlighted that people with test anxiety maydisplay some combination of physical and emotionalsymptoms.

Test anxiety also produces –ve and +ve effects.So, it is not necessarily bad; it can be good as well.

Some anxiety can actually push you to perform better.

However too much anxiety may cause serious problems.

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1. Explain briefly what “ test anxiety” is.

_____________________________________________________________

2. A student suffering from test anxiety experiences both physical andemotional symptoms.

Give two examples of physical symptoms.

a. ___________________________________________________________

b. ___________________________________________________________

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3. Test anxiety can bring about both negative and positive effects.

Give two examples of the negative effects :

a. ______________________________________________________

b. ______________________________________________________

Give two examples of the posit ive effects:

a. ______________________________________________________

b. ______________________________________________________ Web references:

1. http://www.sdc.uwo.ca/learning/mcanx.html

2. http://www.couns.uiuc.Brochures/testanx.htm

3. http://www.studygys.net/tstprp8.htm

4. http://www.campusblues.com/test.asp

5. http://www.ericdigests.org/2005-2/anxiety.html

http://www.sdc.uwo.ca/learning/mcanx.htmlhttp://www.couns.uiuc.brochures/testanx.htmhttp://www.studygys.net/tstprp8.htmhttp://www.campusblues.com/test.asphttp://www.campusblues.com/test.asphttp://www.studygys.net/tstprp8.htmhttp://www.couns.uiuc.brochures/testanx.htmhttp://www.sdc.uwo.ca/learning/mcanx.html

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Introduction

• A cause is a producer of an effect, result or consequences.

Causes of test anxiety

1. Fear of failure

2. Feelings of helplessness- blame external factors for poor performance.

3. Threats to self-worth- self-esteem t ied too closely to grades

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Not well-prepared.

Poor study habits .

Poor organisation.

Poor time management.

Bad experience from previous tests.

Studying at the last minute.

Afraid you cannot remember.

Worrying about your past performances in tests.

Thinking about the negative consequences of failing.

Unrealistic expectations for yourself.

Expectations from others (Your family expects you to do well).

You feel you need to perform well to please others.

You are competing wi th others- students and siblings.

You cannot understand or master the materials you are studying.

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Being well-prepared – have good knowledge of test, notbehind schedule, prepared notes and prioritised tests,assignments or projects.

Avoiding procrastination

Preparing a revision planner

Revising – do effective revision

Getting info on the test

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a. Think of one thing you are currently procrastinating in, and write it on the spaceprovided below. It might be personal, study or work-related.

b. Now, write all the reasons for your delay.c. In the ‘ Argument Against Delay’ column, argue against all the reasons for delay. If

you can argue against them carefully, you will be able to start the task.

I’m delaying __________because

Reasons for Delay Arguments Against Delay12

34

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The following are group activities. Form a group of four or five anddiscuss the following:

1. The things that you can do in a study group to help you study better.

______________________________________________________

______________________________________________________

2. What are the similarities and differences in each other’s monthly,weekly and daily planner?

__________________________________________________________

___________________________________________________________

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Fill in the table with info about the test paper you are going to sit for atthe end of your course.

Name of Test E.g. WUC131 Learning Skills forUniversity Studies

1 Date of Test.

2 Time & Place of the Test

3 Number of sections

4 Number of questions in eachsection

5 Marks allocated to each section.

6 Types of objective questions

7 Types of subjective questions.

8 Units which will be tested.

9 Are questions identical or almostsimilar to those in course book?

10 How much must I write?

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This section discussed some of the main causes of test anxiety such as

poor study habits,poor organisation

poor time management

fear of failure

bad experience from previous test

studying at the last minute

4 strategies to reduce T.A.

1. be well-prepared

2. don’t procrastinate

3. prepare a revision planner

4. get info from test

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1. List two main causes of T.E.

a. _____________________________________

b. _____________________________________

2. Briefly describe the 3 strategies that are used to reduce T.E:

a. Be well-prepared.

_______________________________________

_______________________________________

b. Don’t procrastinate. _______________________________________

_______________________________________

c. Get info about the test. _______________________________________

_______________________________________

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For further info on the topic refer to:

1. http://www.answers.com/procrastination

2. http://www.ets.org/Media/Tests/PRAXIS/pdf/0361anxiety.pdf

3. http://www.studygs.net/tstprp1.htm4. http://www.studygs/tstprp2.htm

http://www.answers.com/procrastinationhttp://www.ets.org/Media/Tests/PRAXIS/pdf/0361anxiety.pdfhttp://www.ets.org/Media/Tests/PRAXIS/pdf/0361anxiety.pdfhttp://www.studygs.net/tstprp1.htmhttp://www.studygs.net/tstprp1.htmhttp://www.ets.org/Media/Tests/PRAXIS/pdf/0361anxiety.pdfhttp://www.ets.org/Media/Tests/PRAXIS/pdf/0361anxiety.pdfhttp://www.answers.com/procrastination

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Types of T.Qs.

1. Objective Tests (OT)

2. Subjective Tests (ST)

OT STMultiple-Choice QuestionsMatching QuestionsTrue/False QuestionsFill-in-the-Blank Questions

Short-AnswerQuestions

Essay Questions

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1. Include MCQ, matching,true/false and fill-in-the-blank questions

2. Only 1 right answer

3. Evaluation is fair as it is “ objective”

1. Example = writing essay of 300 words2. There is no one definite answer.

3. Examiners expect a wide range of answers.

4. Examiners exercise a certain amount of subjective judgement.

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1. Plan

A conscious intended course of action often made inadvance of the actions to which it applies.

2. Ploy

A specific manoeuvre intended to outwit an opponent orcompetitor.

3. Perspective

A way of acting and responding.

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• Relies heavily on your ability to read quickly and choose theanswer.

• Consists of 3 parts:-

1. Root-contains the underlying facts.

2. Stem- call of the questions or direction-tells you what to do

3. Options –choices given.

if y = (x + 3)², then (-2x-6)² must equal which of the following?

root stem

A. -4y2

B. -2y2

C. -4y

D. 4y

options

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1. Eliminate the wrong answers

2. Make an educated guess

3. Pay attention to “ All of the above” and “ None of the above”statements.

4. Matching questions (objective type)

Strategies:

i. Use one list as starting pt and study the 2 nd list to f ind amatch

ii. Make the matches you know first.

iii. Keep doing until you are left with a few times.iv. Your chances of finding the right answer increases when

you are

left with fewer options.

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5. True/False questions (objective type)

Strategies:

1. Pay close attention to negatives2. Look for parts that will make the statement false.

3. Extreme modifiers usually make the statement

false.4. Qualify words usually make the statement true

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Strategies:

1. If the blank has the letter ‘an’ in front of it, thatmeans you look for a word that starts witha/e/i/o/u.

2. If the blank has the letter ‘a’ in font of it, youlook for a word that starts with a consonant likec,d,f,g,h, etc.

3. Check the tense form used in the text. E.g. ,blank no. 1. The answer to this blank should be inthe present tense.

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Strategies:

1. Read the instructions.

2. The length of your answer depends on the marks allocated.

3. Divide your time wisely.

4. Understand what type of info you have to provide.

e.g. Analyse,Compare,Criticise,Define etc.5. Prepare an outline

6. Write legibly

7. Enumerate your points or use transition markers.

e.g. 5 reasons = 5 paragraphs

8. Do not use SMS lingo.

e.g. B4, TQ,” u r” “MGBU”

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1. Tests at WOU include both continuous assessments and finalexams.

2. Online format allows you to complete assignments or even sit fortest when it is convenient to you.

Strategies for online test-taking.

Before the test

• Take rest, review course objectives and mastered them.• read course guide, course materials and texts

• Mail tutor or coordinator doubts/questions

• Do not enter site until you are ready

• Ascertain test duration.How long to attempt test?

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During the test

Find sui table time to take test and let family members know.

Read the instructions careful ly.

Check how many attempts allowed.

Check the time limit.

Check answers before submitting.

After the testPay attention to feedback received.

If you f ind errors in the test, inform tutors or CC immediately.

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1. Did you face any problems accessing the test? If you did, what werethey?

____________________________________________________________

2. How many times did you attempt the test?

_____________________________________________________________

3. Were you able to complete the test on time?

_____________________________________________________________

4. Did you find the online test relevant and interesting ? Why?

_____________________________________________________________

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1. http://www.byu.edu/ccl/learning/strategy.php

2. http://www.coun.uvic.ca/learn/program/hndouts/multicho.html3. http://www.stfx.ca/campus/stu-serv/disabled-students/success/exam-startegies.html

4. http://mentalhelp.net/psyhelp/chap13/cahp13b.htm

5. http://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWS

6. http://www.twu.edu/o-sl/counseling/SelfHelp024.html

http://www.byu.edu/ccl/learning/strategy.phphttp://www.coun.uvic.ca/learn/program/hndouts/multicho.htmlhttp://www.stfx.ca/campus/stu-serv/disabled-students/success/exam-startegies.htmlhttp://www.stfx.ca/campus/stu-serv/disabled-students/success/exam-startegies.htmlhttp://mentalhelp.net/psyhelp/chap13/cahp13b.htmhttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://www.herald-dispatch.com/apps/pbcs.dll/articles?AID=/20060426/NEWS04/604260323/1001/NEWShttp://mentalhelp.net/psyhelp/chap13/cahp13b.htmhttp://www.stfx.ca/campus/stu-serv/disabled-students/success/exam-startegies.htmlhttp://www.stfx.ca/campus/stu-serv/disabled-students/success/exam-startegies.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/multicho.htmlhttp://www.byu.edu/ccl/learning/strategy.php

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Objectives

By the end of this section, you should be able to:

1. List the strategies to reduce test anxiety on the day ofthe exam.

2. List the strategies for reducing anxiety during theexam.

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1. Eating well – nutritious food

2. Dressing comfortably-so your concentration & performance not affected

3. Getting materials ready- make a checklist before exam.Checklist:

Date of test :____________

Time of test:___________

Scientific Calculator

Other mathematical instruments

Several 2B pencils (sharpen them)

Eraser

Pens (must be in working order)

Ruler

Identity card

Test slip (with index number)

...................................................

...................................................

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4. Being early on the day of the examination- make allowance fortraffic jam etc.

5. Positive thinking- “ Whether you think that you can, or that youcan’t, you are usually right.” ...Henry Ford.

- avoid people who have negative thoughts.

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1. Read instructions carefully

2. Previewing the test paper-go through the questions,correct paper?

3. Answering easy questions first-confidence level willgo up

4. Asking for clarification- if unsure ask invigilator

5. Trying to answer all the question

6. Studying other questions for clues

7. Checking your answers-to detect and correct errors

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1. Give yourself a treat.

2. Go for a hearty lunch or dinner.

3. See a movie.

4. Do not discuss the test with family, friends or coursemates.

5. Maintain a positive feeling throughout.

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This is a powerful visualisation activity to reduce anxiety. Dr. Maxwell Maltz,in his book Psycho-Cybernetics, reports that mentally performing skill -developing activi ties is nearly the same as the actual performance. Forexample, a person practising throwing darts mentally improves his aim asmuch as a person actually darts. In an experiment, Dr. Maltz reported that agroup of students who practised 20 minutes sinking basketball free throwsevery day improved their scoring by 24 percent. Another group of studentswho practised the same skill in their imagination improved by 23 percent.

C.G. Kop, a recognised authority on teaching piano, recommends that allpianists “ practise in their heads.” What is the relevance of this informationto you? If you want to reduce anxiety on the day of the examination, youshould:• mentally visualise yourself sitting calmly for the test.

• see yourself place in the examination centre.

• see the invigilators distributing the examination booklets to the candidates.

• hear the chief invigilator giving the instruction to begin writing.

• see yourself writing calmly and without anxiety.

• at all times, see yourself being calm and happy.

Al locate 10 to 20 minutes daily to practise this visualisatio n exercise unti l the day of theexamination and see if it works for you.

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1. http://www.utexas.edu/student/utlc/Irnres/handouts/1305.html

2. http://www.yorku.ca/cdc/Isp/eponline/exam6.htm

3. http://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/

4. http://fhss.byu.edu/anthro/Anthropology/tstanaxiety.htm

SummaryThe section deals with s trategies to reduce T.A. on the day of the exam,

during and after the exam. Some of the strategies inc lude beingprepared, being early and thinking posi tively. The strategies forreducing anxiety during the exam are also highl ighted such aspreviewing the test paper, clarifying doubts and checking answers. Thestrategies suggested for reducing anxiety after the exam are avoidingdiscussion on the paper and giving yourself a treat.

http://www.utexas.edu/student/utlc/Irnres/handouts/1305.htmlhttp://www.yorku.ca/cdc/Isp/eponline/exam6.htmhttp://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/http://fhss.byu.edu/anthro/Anthropology/tstanaxiety.htmhttp://fhss.byu.edu/anthro/Anthropology/tstanaxiety.htmhttp://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/http://www.yorku.ca/cdc/Isp/eponline/exam6.htmhttp://www.utexas.edu/student/utlc/Irnres/handouts/1305.html

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Objectives:

By the end of this section , you should be ableto:

1. Define Academic Integrity (AI)

2. State the various forms of AcademicDishonesty.(AD)

3. State the consequences of AD.

4. Explain the importance of AI.

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1. Integrity relates to all areas of our lives.

2. It is an integral component of our spiritual, polit ical and economic well-being.

3. The Integrity Insti tute of Malaysia (IIM) set up in 2003 by Datuk Seri Abdullah Hj Ahmad Badawi to enhance integrity as a way of life for Malaysiansociety.

4. The Business Ethics Institute of Malaysia (BEIM) promote ethics thru’education, and nurturing values such as honesty, fairness, integrity amongbusinesses.

5. The Malaysian Medical Association uphold the image and credibili ty of themedical profession.

6. One of the greatest problems faced by schools, col leges,universities is AI.7. We want to obtain high grades or just fair grade and when that does notseem possible, we think of an easy way out- cheating.

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1. AI involves honesty, trust, fairness, respect and

responsibil ity at school, college or university level.2. Integrity cannot really be “ taught” .

3. Integrity is a quality that you need to nurture and put into

practise every day.4. As a student you must maintain the highest AI.

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1. Cheating : Getting someone to do your

assignment,copying, etc2. Fabrication: making up false info or data.

3. Facilitation: to make an activity easier-provide test answersto another student, etc.

4. Plagiarism: intentionally or unintentionally using anauthor’s words, ideas or research.

To avoid plagiarism every quotation you use must be

indicated by quotation marks and cited in the text or in thereference section.

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1. Some forms of AD are considered criminal. Example:

a. gaining info of the contents of a test before the actualexam (eg buying photocopies of stolen test papers.)

b. Breaking into an institution and stealing or making copiesof test.

c. Using bribes, threats, close personal relationships andother illegal means to earn grades.

d. Denying other students to academic resources andmaterials e.g. making books unavailable by stealingetc,giving other students false info etc.

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students will be punished.

Examples: i. student given failing grade or barredfrom exam.

ii. students may be suspended or expelled.

WOU want you to be committed to AH

AD put an end to your career now or eventually.

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1. Suspension from the institution.

2. Expulsion from the institution.3. Being awarded a zero in the test or exam.

4. Reduction of marks in a test or assignment.

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Read the 2 newspaper articles on landmark cases in dishonesty and answerthe questions below.

Article 1

Hwang Woo-Suk was a professor at Seoul National University. He became famous afterclaiming a series of remarkable achievements in the field of stem cell research. Hwangfirst caught media attention in South Korea when he announced that he hadsuccessfully created a cloned dairy cow in February 1999. Hwang’s next claim came 2months later in April 1999, when he announced the cloning of a Korean cow, Jin-i. Onboth occasion he did not provide any scientically verifiable data. Even though the

validi ty of h is research could not be examined, Hwang’s claims were well received bythe SK media and public.

In 3 August 2005, Hwang announced that his team of researchers had become the fi rstteam to successfully clone a dog. The dog, an Afghan Hound, was named Snuppy.Shortly after his so-called groundbreaking 2005 work, Hwang was appointed to headthe new World Stem Cell Hub, a facil ity that was to be the world’s leading stem cell

research centre.But months later, he and his team were embroiled in controversy. Hwang was forcedto admit that female researchers in his own lab had supplied eggs for his research.Subsequently, 2 of his key sci entific papers publ ished in Science Magazine, werefound to have been fabricated. In the paper published in February 2004, he claimedthat he had created the world’s fi rst cloned human embryos. In the May 2005 paper, he

claimed he had created 11 stem cell l ines from patients- each tailored to thatindividual.

On 23 December 2005 Hwang apologised for “ creating a shock and a

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On 23 December, 2005 Hwang apologised for creating a shock and adisappointment” and announced that he was resigning his posit ion asprofessor at the university. However, Hwang maintained that patient-matched stem cell technology remains in SK, and his countrymen shallsee it .

On 9 February, 2006, the university suspended Hwang’s posi tion as theuniversity’s professor, together with 6 other faculty members whoparticipated in Hwang’s team. Subsequently, Hwang was dismissed fromthe university on 20 March, 2006.

1. What form(s) of dishonesty do you detect in Dr. Hwang’s work?

______________________________________________________

2. Will prominent international scientists be will ing to col laborate with SouthKorean scientis ts in future ? Why ?

________________________________________________________

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Kaavya Viswanathan is an Indian-American undergraduate student in Harvard.In Apri l 2006, Kaavya’s first novel, How Opal Mehta Got Kissed, Got Wild andGot a Life, was published. Shortly after publication, the Harvard crimsonpublished allegations that the author had li fted materials from 2 novels byMegan Mccafferty.

On Apri l, 2006, The Harvard Crimson reported that several portions of How OpalMehta Got Kissed, Got Wild and Got a Life appeared to have been taken fromSloppy Firsts and Second Helpings , both writ ten by Megan McCafferty.In a

statement issued by her publisher, Viswanathan admit ted she accidentallyborrowed some passages from Megan McCafferty’s novels. The subsequentnational publici ty led her publ isher, Little, Brown and Company, to withdraw alleditions of the book and stop plans by Dream Works SKG to develop the bookinto a movie.

Viswanathan began writing Opal Mehta whi le attending Bergen County Academics, a public high school in New Jersey. After receiving an earlyacceptance to Harvard, she showed her work to her private college admissionsadviser, Katherine Cohen. Cohen contacted the William Morris agency, whichsuggested that Viswanathan work wi th a division of Alloy Entertainment.Viswanathan eventually signed a two-book deal with Litt le, Brown and Companyfor an advance originally reported to be $500,000. Michael Pietsch, the seniorvice president and publisher of lit tle, Brown, told the New York Times that the

advance was less than the reported sum, and was split between Kaavya andAlloy Entertainment She sold the movie rights to the book to Dream Works

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Al loy Entertainment. She sold the movie rights to the book to Dream Works. As of 27 Apri l, Little, Brown has recalled al l copies of the novel and hascancelled Viswanathan’s UK public ity tour. Though the publishing houseinit ially indicated plans to release a revised version of the novel, these planswere soon cancelled. Finally,, DreamWorks has halted development of themovie.

On 2 May, 2006, Michael Pietsch, Litt le, Brown’s senior vice president,released a statement sayingthat Li ttle, Brown and Company wil l not bepublishing a revised edition of How Opal Mehta Got Kissed, Got Wild and Gota Life by Kaavya Viswanathan, as well as the second book under contract.

3. What form(s) of dishonesty did Ms. Viswanathan resort to ?

______________________________________________________________

4. What action do you think should be taken against Ms. Viswanathan ?

______________________________________________________________

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While it is alright to search for necessary info to complete your tasks,make a commitment to present your assignment honestly.

If you copied you need to acknowledge. AI requires you do 2 of these:-

i. Use your own effort to complete your tasks and assignments.

ii. Cite the source when you are quoting someone else’s work.

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You need to tell the world where you found the info.

You need to give credit to the various people youconsulted in the advancement of your academic growth.e.g. your tutor and Course Coordinator.

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The following are findings of a survey on AI undertaken by Don McCabe from theCentre for AI (CAI). Read the findings careful ly and answer the questions below.

As part of CAI’s Assessment Project, almost 50,000 undergraduates on more than60 campuses have participated in a nationwide survey of AI since the fall of 2002.The most recent resul ts (released in June 2005) are dis turbing, provocative, andchallenging.

o On most campuses, 70% of students admit to some cheating. Close to one-quarter of the partic ipating students admit ted to serious test cheating in the past

year and half admitted to one or more instances of serious cheating on writtenassignments.

o Academic honor codes effectively reduce cheating. Surveys conducted in 1990,1995 and 1999, involving over 12,000 students on 48 different campuses,demonstrate the impact of honor codes and student involvement in the control ofacademic dishonesty. Serious test cheating on campuses with honor codes istypically 1/3 to ½ lower than the level on campuses that do not have honor codes.The level of serious cheating on w ritten assignments is ¼ to 1/3 lower.

Internet plagiarism is a growing concern on all campuses as students struggleto understand what consti tutes acceptable use of the Internet.

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to understand what consti tutes acceptable use of the Internet.

Faculty are reluctant to take action against suspected cheaters.

Longitudinal comparisons show s ignif icant increases in serious test/examcheating and unpermitted student collaboration.

Studies of 18,000 students at 61 schools, conducted in the last 4 years, suggestcheating is also a significant problem in high school.

Source: http://www.academicintegrity.org/cai_research.asp

1. Comment on the findings of this survey.

____________________________________________________________________

2. In your opinion, how can we overcome the problem of academic dishonestyamong college and university students.

_____________________________________________________________________

http://www.academicintegrity.org/cai_research.asphttp://www.academicintegrity.org/cai_research.asp

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This section dealt with academic integerity which involveshonesty; trust, fairness, respect and responsibil ity at schoolor university level. The four main forms of academic integritycovered in this section are cheating, fabrication, facilitationand plagiarism. The usual forms of punishment for academicdishonesty are suspension or expulsion from the institution

or being awarded a zero in the test or exam.

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1. Recently, I was accused of plagiarism despite the fact that I included areference page which clearly listed all websites and books used. The

assignment was to compi le background information to be used in relation toone of the novels I read this year. Unfortunately, my reference page was notin the correct format and the sources were not written directly on thedocuments. Is this a case of bad citing or plagiarism ?

How would you answer this question ?

_________________________________________________________________

2. In the examination centre, a close friend, who happens to be seated besideyou, keeps looking at your answers. Would you permit your friend to look atyour answers or will you keep your answers covered because you feel it isdishonest?

_________________________________________________________________

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1. http://depts.washington.edu/grading/issue1/honesty.htm

2. http://www.nd.edu/~msander1/plag.html

3. http://www.umanitoba.ca/student/advocacy/academic/_honesty_quiz.shtml

4. http://www.usask.ca/honesty/

5. http://www.princeton.edu/pr/pub/integrity/

http://depts.washington.edu/grading/issue1/honesty.htmhttp://www.nd.edu/~msander1/plag.htmlhttp://www.umanitoba.ca/student/advocacy/academic/_honesty_quiz.shtmlhttp://www.umanitoba.ca/student/advocacy/academic/_honesty_quiz.shtmlhttp://www.usask.ca/honesty/http://www.usask.ca/honesty/http://www.umanitoba.ca/student/advocacy/academic/_honesty_quiz.shtmlhttp://www.umanitoba.ca/student/advocacy/academic/_honesty_quiz.shtmlhttp://www.nd.edu/~msander1/plag.htmlhttp://depts.washington.edu/grading/issue1/honesty.htm

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This unit examined issues related to taking tests andexams. The topics discussed included types of test anxiety,

that is positive and negative test anxiety. It also looked atthe causes of namely fear for failure, feelings ofhelplessness and threats to self-worth. It also provided 5strategies that you can adopt for overcoming these

anxieties. Finally, the unit focused on Aademic Integrity. The4 main forms of Academic Dishonesty discussed werecheating, fabrication, facilitation, and plagiarism. Theconsequences of academic dishonesty are suspension orexpulsion form the institution, being awarded a zero in thetest or axam or a reduction of marks in a test orassignment.

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Tutor-marked Assignment 2(TMA 2 - 30%)Submission Date:25 October, 2013(2400 hrs)Evidence

Tutor marked assignment 2

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Tutor- marked assignment 2

Instructions: 1. TMA 2 has TWO questions.

Question 1 requires you to reflect on the topic while Question 2 istaken from Unit 4.

2. Both questions require you to produce essays of about 500 words.Your answers must have double- line spacing, using Times NewRoman Font 12.

3. This is an individual assignment so ensure that you do notplagiarise other people’s work. Any plagiarism may result indisciplinary action. Your tutor will explain more about this to you.

4. You are to submit your answers online using the OAS system andit is your responsibility to submit your TMA correctly and in a timelymanner .

5 Your TMA 2 deadline is Saturday 7th May 2016 by 2400 hours

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5. Your TMA 2 deadline is Saturday, 7th May 2016 by 2400 hours.

6. TMA 2 will contribute 25% towards the total course grade.

7. You DO NOT need to submit your Turnitin Originality Report toOAS anymore. However, you are highly encouraged to passage yourTMAs to the Turnitin system before submission, to encourage honestacademic writing but it is not mandatory except for Project courses.

Bear in mind that when you submit your TMA in Turnitin the secondtime the system will usually take at least 24 hours to send you thereport.

8. The cover page and answers for both questions 1 and 2 must be

done on ONE Microsoft Word document.9. Finally zip the folder that contains your TMA file and name your filebefore submitting it to the Online Assignment Submission (OAS).

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Question 1 (50%)Discuss FIVE (5) ways your family and social life haschanged after becoming a WOU student.How have you been dealing with these changes?

Your answer must have an introduction and aconclusion.

Introduction

5 ways – family and social life changed

How have u been dealing with these changes

Conclusion

Question 2 (50%)

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Question 2 (50%)Explain FIVE (5) strategies that can help you reduceanxiety on the day of the examination.

Provide a relevant example of how you plan to implementthis strategy in your own life on the day your final examsbegin.Your answer must have an introduction and aconclusion.

Introduction5 strategies to reduce anxiety on day of exam

A relevant example you plan to do on day of finalexams begin.

Conclusion

It is important for you to cite and quote appropriately.

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Remember to list your sources on the References Page atthe end of your essay.

You must have at least 4 in-text citations and references forQuestion 2. Use the Chicago Style of referencing.

For more information on how to do proper referencing,

please refer to the WOU university citation guide which hasa detailed write up on how to do citations and referencing.Refer to:http://woulibrary.wou.edu.my/help/citeguides_wou.asp

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Your TMA 2deadline isSaturday, 7 TH MAY2016by 2400hours

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BUT ANYTHING PLEASE TRY CC MS JASMINE

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PLEASE COME –WILL DOUNIT 5 AND DISCUSS EXAMQUESTIONS