On: Why we still can't stop plagiarism in undergraduat...

[compsciphd]

or have it count to a small part of the grade.

Basically, perhaps construct a class like this

1) HW 20% of the grade

2) Quiz (say 1 Q a week related to homework that was returned a week ago, give students a chance to figure out what they did wrong) - say 20% of grade

3) midterm and final, a 30/30 or 20/40 split.

one can adjust the percentages to achieve one's desired pedagogical goals.

personally, I don't find copying homework to be a problem if the student figures out what they copied. It's no worse than students frantically copying down everything the teacher puts on the board or slides which seems to be a common way students study.

[dpark → compsciphd]

> 2) Quiz (say 1 Q a week related to homework that was returned a week ago, give students a chance to figure out what they did wrong) - say 20% of grade

I never had quizzes except from professors who issued them to keep attendance up. Quizzes by nature are short and shallow. At the college level they are not particularly useful for establishing understanding.

[compsciphd → dpark]

ok, that's reasonable response. and as other commentator said, not enough time as it is os takaing 10-20m out of a lecture isn't good.

[bsder → compsciphd]

Quizzes aren't really great at the college level. They waste too time--and you already don't really have enough time to begin with.