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Full PDF Format:
Aimiuwu, E. (2012).
A Case of Bias in Teaching, Grading, and Plagiarism, Americas
Conference on Information Systems Proceedings, Paper 4, 1-6.
Retrieved from
http://edofolks.com
Abstract:
The target audience for this case study includes Ph.D. in Business students,
who are taking classes related to instructional methods in business, or anyone
who is teaching or preparing to teach a college course. It is particularly
beneficial to readers who possess prior knowledge of various teaching methods,
classroom incivilities, classroom management, and assessment and grading styles,
as well as issues pertaining to plagiarism. In order to facilitate an active
learning environment, an instructor must refrain from exhibiting the following
behaviors: disrespect for students, bias in teaching, inconsistent grading
styles, and unjust allegations of plagiarism.
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Key
Findings:
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All students in a class should be given a fair chance to prove themselves and
not be subjected to the teacher’s biases from previous experiences.
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As long as a student is a registered member of a class and regardless of his
race, gender, or academic status, a student’s assessment should be based on his
performance in comparison to his classmates - not what the professor expects his
performance to be.
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When a professor gives a student negative feedback in front of other
students, it is a form of class incivility and social undermining.
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If other students in the class perceive that a professor is negatively
evaluating a particular student without cause, it may not only lead to the rest
of the class ostracizing that student, but it will negatively affect the active
learning environment for all the students.
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The purpose of evaluation, assessment, and feedback is to enhance learning
for the student rather than to just give grades.
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Use every opportunity to teach students how to avoid plagiarism and not see
plagiarism as an opportunity to setup a dismissal panel against preconceived
"unwanted" students.
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