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 word-for-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.
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Original Source Material |
Student Version |
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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). Design-based 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: |
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. 5). References: |
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.
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Original Source Material |
Student Version |
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Complex learning is the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills; and often transferring what was learned in school or training to daily life and work. There are many examples of theoretical design models that have been developed to promote complex learning: cognitive apprenticeship, collaborative problem solving, constructivism and constructivist learning environments, learning by doing, multiple approaches to understanding , star legacy , as well as the subject of this contribution, the Four-Component Instructional Design model. References: |
Van Merriënboer and Kirschner (2007) indicated that complex learning involves the learning of how to complete authentic tasks which require the use and integration of knowledge and skills from multiple domains. Complex learning tasks have no single correct method of completion but instead a range of methods that result in the completion of the task at varying degrees of appeal, efficiency, and effectiveness. They further state that complex learning involves "the integration of knowledge, skills and attitudes; coordinating qualitatively different constituent skills, and often transferring what was learned ... to daily life and work" (p. 4). References: |
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.
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Original Source Material |
Student Version |
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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 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: |
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.
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Original Source Material |
Student Version |
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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: |
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. |
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.
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Original Source Material |
Student Version |
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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: |
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.
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Original Source Material |
Student Version |
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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: |
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: |
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.
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Original Source Material |
Student Version |
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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: |
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: |
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.
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Original Source Material |
Student Version |
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Major changes within organizations are usually initiated by those who are in power. Such decision-makers 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: |
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.
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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.
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Original Source Material |
Student Version |
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Major changes within organizations are usually initiated by those who are in power. Such decision-makers 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: |
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).
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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.
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Original Source Material |
Student Version |
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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. References: |
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. |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
In: Psychology
Calculator in JavaScript
Project Standards:
Project Task
You will be building a simple calculator in the browser. It should be able to add, subtract, divide, and multiply. Your program should do the following:
STARTER HTML CODE
<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="UTF-8">
<title>Calculator Starter</title>
<!-- Added a link to Bootstrap-->
<link rel="stylesheet" href="https://maxcdn.bootstrapcdn.com/bootstrap/4.0.0/css/bootstrap.min.css">
</head>
<body>
<div class="jumbotron">
<h1 class="text-center">JavaScript Calculator</h1>
</div>
<div class="container">
<div class="row">
<!-- Calculator Card -->
<div class="col-lg-4">
<div class="card">
<h3 class="card-header">Calculator</h3>
<div class="card-body">
<button id="button-1" class="btn btn-primary number" value="1">1</button>
<button id="button-2" class="btn btn-primary number" value="2">2</button>
<button id="button-3" class="btn btn-primary number" value="3">3</button>
<button id="button-plus" class="btn btn-danger operator" value="plus">+</button>
<br><br>
<button id="button-4" class="btn btn-primary number" value="4">4</button>
<button id="button-5" class="btn btn-primary number" value="5">5</button>
<button id="button-6" class="btn btn-primary number" value="6">6</button>
<button id="button-minus" class="btn btn-danger operator" value="minus">−</button>
<br><br>
<button id="button-7" class="btn btn-primary number" value="7">7</button>
<button id="button-8" class="btn btn-primary number" value="8">8</button>
<button id="button-9" class="btn btn-primary number" value="9">9</button>
<button id="button-multiply" class="btn btn-danger operator" value="times">×</button>
<br><br>
<button id="button-0" class="btn btn-primary number" value="0">0</button>
<button id="button-divide" class="btn btn-danger operator" value="divide">÷</button>
<button id="button-power" class="btn btn-danger operator" value="power">^</button>
<button id="button-equal" class="btn btn-success equal" value="equals">=</button>
<br><br>
<button id="button-clear" class="btn btn-dark clear" value="clear">clear</button>
</div>
</div>
</div>
<!-- Result Card -->
<div class="col-lg-6">
<div class="card">
<h3 class="card-header">Result</h3>
<div class="card-body">
<h1 id="first-number"></h1>
<h1 id="operator"></h1>
<h1 id="second-number"></h1>
<hr>
<h1 id="result"></h1>
</div>
</div>
</div>
</div>
</div>
<script src="main.js"></script>
</body>
</html>
STARTER JAVASCRIPT CODE
// BUTTONS ON THE PAGE
const numberButtons = document.querySelectorAll('.number');
const operatorButtons = document.querySelectorAll('.operator');
const equalButton = document.querySelector('.equal');
const clearButton = document.querySelector('.clear');
// TODO make references to all the proper HTML elements you'll be using to display elements to the user
// TODO make variables to keep track of the 1st number, operator, 2nd number, and the result of the math.
for(let i = 0; i < numberButtons.length; i++) {
numberButtons[i].addEventListener('click', clickNumber);
}
for(let i = 0; i < operatorButtons.length; i++) {
operatorButtons[i].addEventListener('click', clickOperator);
}
equalButton.addEventListener('click', clickEqualButton);
clearButton.addEventListener('click', clickClearButton);
function clickNumber(event) {
console.log(event.target.value);
// CODE GOES HERE
}
function clickOperator(event) {
console.log(event.target.value);
// CODE GOES HERE
}
function clickEqualButton() {
// CODE GOES HERE
}
function clickClearButton() {
// CODE GOES HERE
}
In: Computer Science
Eleven students and 14 professors took part in a study to find mean commuting distances. The mean number of miles traveled by students was 5.6 and the standard deviation was 2.8. The mean number of miles traveled by professors was 14.3 and the standard deviation was 9.1. Perform a test of the null hypothesis that the population variances are equal.
In: Statistics and Probability
At the prestigious university, they found their mean of the 30 accepted students was in the 98thpercentile of all sample means. Individual scores, X, are normally distributed with a mean of 550 and a standard deviation of 100.
a.) What was their mean for the 30 observations?
b.) What is the probability of getting a mean of 30 students that scored higher than 685?
In: Statistics and Probability
According to national data, about 15% of American college students earn a graduate degree. Using this estimate, what is the probability that exactly 25 undergraduates in a random sample of 200 students will earn a college degree? Hint: Use the normal approximation to the binomial distribution, where
p = 0.15
and
q = 0.85.
In: Statistics and Probability
Several psychology students are unprepared for a surprise true/false test with 13 questions, and all of their answers are guesses.
a. Find the mean and standard deviation for the number of correct answers for such students.
b. Would it be unusual for a student to pass by guessing (which requires getting at least 11 correct answers)? Why or why not?
In: Statistics and Probability
The heights of female students in a university are approx normally distributed with a mean of 162 cm and a standard dev of 8 cm. Explain your answers.
a) Approx 68% of all female students in a university will have heights between ____ cm and ____ cm.
b) Heights greater than ____ cm would be considered peculiar.
In: Statistics and Probability
There are 12 students in a party. Five of them are girls. In how many ways can these 12 students be arranged in a row if (i) there are no restrictions? (ii) the 5 girls must be together (forming a block) (iii) no two girls are adjacent? (iv) two particular boys A and B, there are no boys but exactly 3 girls?
In: Advanced Math
A 95% confidence interval for the population proportion of k-12 students who do not have internet access at home is given by: 12% to 20%. Consider this claim: The population proportion of k-12 students who do not have internet access at home is less than 8% . The confidence interval __________ the claim.
In: Statistics and Probability
Indicate which of the following are exact numbers:
(a) The mass of a 32-oz can of coffee,
(b) The number of students in your chemistry class,
(c) The temperature of the surface of the sun,
(d) The mass of a postage stamp,
(e) The number of milliliters in a cubic meter of water,
(f) The average height of students in your school.
In: Chemistry