Over the years, Turnitin has grown from its sole purpose as a plagiarism checker in the 1990s into an end-to-end solution that supports best pedagogical practices today. Illustrating Turnitin’s long-standing role in academic integrity and pedagogical support, Turnitin has been the subject of numerous research articles, which detail the efficacy of our software’s impact on academic integrity, student authorship identity, and student learning outcomes. This research is a testament to Turnitin’s presence as an innovator and pioneer in helping institutions promote and uphold academic integrity while enabling student success.
What are researchers saying about Turnitin’s efficacy in reducing plagiarism and supporting student learning? Let’s take a look.
Turnitin is a conduit for formative feedback and improving student learning outcomes:
Plagiarism Detection Services for Formative Feedback and Assessment: Example of Turnitin by Ela Akgün Özbek (2016) investigates Turnitin beyond its function as a plagiarism checker and into its potential to provide formative feedback and assessment. Özbek states, “It is believed that when Turnitin is used as a means of formative assessment, it will not only deter plagiarism but will also enhance student learning which will lead to more quality student work.” The article underscores that Turnitin helps instructors to create revision assignments and provide feedback, noting that Turnitin’s online grading report is a tool with multiple functions, one that enables both students and teachers to monitor progress.
Turnitin Helps Second Language Learners Understand Academic Integrity via Formative Feedback:
Ilka Kostka and Veronika Maliborska, in their 2016 article Using Turnitin to Provide Feedback on L2 Writers’ Texts, investigate ways in which Turnitin supports second language (L2) writing instructors to enable students’ understanding of academic integrity. They conclude, “We believe that instructors can make use of two features of the program (GradeMark tools and originality checker) to provide formative and summative feedback on students’ drafts,” adding, “We encourage instructors who have access to Turnitin to explore the different features of this tool and its potential to create opportunities for learning.”
Turnitin Helps Develop Student Authorial Voices Because it Upholds Formative Feedback:
Tess Snowball, Vivien Silvey, and Thuy Do wrote research papers in 2015 (Beyond Plagiarism: Utilising Turnitin as a Tool to Develop Students’ Academic Voice) and 2016 (Bridge Over Troubled Water: A Literacy Approach to Using Turnitin) examining Turnitin’s efficacy in developing student authorial voice.
In their research articles, Snowball, Silvey, and Do state that while Turnitin is “predominantly viewed by both educators and students as a plagiarism detection tool” and “...by viewing Turnitin in this way, we miss the opportunity to use this rapidly progressing technology as an invaluable tool to help students to write with academic integrity and, in turn, develop their authorial voice” (2015). Their research examined fully embedded and integrated support around Turnitin use, resulting in increased student learning outcomes. They conclude, “We argue that with continued practice and support over time, using a combined digital and literacy approach to Turnitin can act as the bridge to move students from anxiety and inexperience, towards producing work with academic integrity and strong authorial voice” (2016).
The above are just a few snapshots of the comprehensive research surrounding the use of Turnitin not just for plagiarism detection and deterrence, but for enabling student learning over the last 20 years.
And here’s a more comprehensive list of research articles focusing on Turnitin efficacy to start you on your research journey:
- Turnitin Feedback Studio Secondary Education Efficacy Study 2018
- Abrahamson, Earle Derek & Mann, Jonathan, 2018: For Whom is the Feedback intended? A Student-Focused Critical Analysis of Turnitin Software as a Tool for Learning
- Akcapinar, Gokhan, 2015: How Automated Feedback Through Text Mining Changes Plagiaristic Behavior in Online Assignments
- Ambler, Trudy, Breyer, Yvonne, & Young, Sherman, 2014: Piloting Online Submission and Online Assessment with GradeMark
- Burrows, Steven, Shortis, Mark, 2011: An Evaluation of Semi-Automated, Collaborative Marking and Feedback systems: Academic Staff Perspectives
- Chew, Esyin, 2010: Turn it in or Turn it off? A Pilot Project for Turnitin and Grademark Experience
- Cohen, Judy, 2010: Using Turnitin as a Formative Writing Tool
- Davis, Mary & Carroll, Jude, 2009: Formative Feedback Within Plagiarism Education: Is There a Role For Text-Matching Software?
- Flynn, Sharon, 2015: Using Turnitin With Large Classes to Support Writing
- Glover, Ian, Parkin, Helen J., Hepplestone, Stuart, Irwin, Brian, & Rodger, Helen, 2015: Making Connections: Technological Interventions to Support Students in Using, and Tutors in Creating, Assessment Feedback
- Graham-Matheson, Lynne & Starr, Simon, 2013: Is It Cheating – Or Learning the Craft of Writing? Using Turnitin to Help Students Avoid Plagiarism
- Hast, Michael & Healy, Caroline, 2016: Higher Education Marking in the Electronic Age: Quantitative and Qualitative Student Insight
- Havnes, Anton, Smith, Kari; Dysthe, & Olgam Ludvigsen, Kristine, 2012: Formative Assessment and Feedback: Making Learning Visible
- Hrasky, S. & Kronenberg, D., 2010: Curriculum Redesign as a Faculty-Centred approach to Plagiarism Reduction
- Kaktins, Louise, 2019: Does Turnitin Support the Development of International Students’ Academic Integrity?
- Kostka, Ilka & Maliborska, Veronika, 2016: Using Turnitin to Provide Feedback on L2 Writers’ Texts
- Krishnan, Rathi, 2016: Students Dread the “P” Word: Is Turnitin® Good for Plagiarism Detection and Feedback?
- Levine, Joy & Pazdernik, Vanessa. (2018). Evaluation of a Four-Prong Anti-Plagiarism Program and the Incidence of Plagiarism: a Five-Year Retrospective Study. Assessment & Evaluation in Higher Education
- Li, Mimi & Li, Jinrongi, 2017: Online Peer Review Using Turnitin in First-Year Writing Classes
- Mann, Jonathan, 2016: Using Turnitin to Improve Academic Writing: an Action Research Inquiry
- McKie, Annamarie, 2014: ‘Experiencing that Eureka Moment!’: Using Turnitin as a Formative Learning Tool to Enhance Students’ Academic Literacies
- Olson, Rebecca, Burton, Anthony, Byron, Paul, & Turnbull, Margo, 2014: Markers’ Experiences of Providing Formative Assessment Feedback in Hardcopy, Desktop and Tablet
- Olson, Rebecca & Tannous, Caterina, 2015: Students’ Perceptions of eMarking: Grademark vs. iAnnotate
- Orlando, J., Hanham, J., & Ullman, J., 2018: Exploring Intentional Use of a Technological Proxy, Turnitin, to Enhance Student Academic Literacy Practices
- Özbek, Ela Akgün, 2016: Plagiarism Detection Services for Formative Feedback and Assessment: Example of Turnitin
- Phillipson, Andrea, 2017: Using Turnitin to Teach Better Citation Practices
- Pollock, Christine, Rice, Ann Marie, & McMillan, Ailsa, 2015: Mentors’ and Students’ Perspectives on Feedback in Practice Assessment: A Literature Review
- Silvey, Vivien, Snowball, Tess, & Do, Thuy, 2016: Bridge Over Troubled Water: A Literacy Approach to Using Turnitin
- Smith, Phil, John, Blooma, & Kurian, Jaya, 2015: A Conceptual Framework to Assess the Effectiveness of Rubric Tool
- Snowball, Tess, Silvey, Vivien, & Do, Thuy, 2015: Beyond Plagiarism: Utilising Turnitin as a Tool to Develop Students’ Academic Voice
- Sujee, Eva, Engelbrecht, Alta, & Nagel, Lynette, 2015: Effectively Digitizing Communication With Turnitin for Improved Writing in a Multilingual Classroom
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