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. Original Source Material Student Version Cobbling together elements from the previous definition and whittling away the unnecessary bits leaves us with the following definitions: A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome. This definition structurally resembles that of Avedon and Sutton-Smith, but contains concepts from many of the other authors as well. References: Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, Massachusetts: The MIT Press. Salen and Zimmerman (2004) reviewed many of the major writers on games and simulations and synthesized the following definitions: \"A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome\" (p. 80). They contended that some simulations are not games but that most games are some form of simulation. References: Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, Massachusetts: The MIT Press. 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. Original Source Material Student Version 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.

1. 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.
Original Source Material
Student Version
Cobbling together elements from the previous definition and whittling away the unnecessary bits
leaves us with the following definitions: A game is a system in which players engage in an
artificial conflict, defined by rules, that results in a quantifiable outcome. This definition
structurally resembles that of Avedon and Sutton-Smith, but contains concepts from many of the
other authors as well.
References:
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge,
Massachusetts: The MIT Press.
Salen and Zimmerman (2004) reviewed many of the major writers on games and simulations and
synthesized the following definitions: "A game is a system in which players engage in an
artificial conflict, defined by rules, that results in a quantifiable outcome" (p. 80). They
contended that some simulations are not games but that most games are some form of simulation.
References:
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge,
Massachusetts: The MIT Press.

2. 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.
Original Source Material
Student Version
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:
Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance
Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
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).
References:
Dormant, D. (1986). The ABCDs of managing change. In Introduction to Performance
Technology (p. 238-256). Washington, D.C.: National Society of Performance and Instruction.
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.

3. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
The concept of systems is really quite simple. The basic idea is that a system has parts that fit
together to make a whole; but where it gets complicated - and interesting - is how those parts are
connected or related to each other. There are many kinds of systems: government systems, health
systems, military systems, business systems, and educational systems, to name a few.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta
Kappa Educational Foundation.
Systems, including both business systems, and educational systems, are actually very simple.
The main idea is that systems have parts that fit together to make a whole. What is interesting is
how those parts are connected together.
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.
Original Source Material
Student Version
The philosophical position known as constructivism views knowledge as a human construction.
The various perspectives within constructivism are based on the premise that knowledge is not
part of an objective, external reality that is separate from the individual. Instead, human
knowledge, whether the bodies of content in public disciplines (such as mathematics or
sociology) or knowledge of the individual learner; is a human construction.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle,
NJ: Prentice-Hall.
"The philosophical position known as constructivism views knowledge as a human construction.
The various perspectives within constructivism are based on the premise that knowledge is not
part of an objective, external reality that is separate from the individual. Instead, human
knowledge is a human construction" (p. 29).
Which of the following is true for the Student Version above?

4. 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.
Original Source Material
Student Version
A teacher is one who guides or leads. To guide does not necessarily mean to instruct directly. We
often think of teaching as direct instruction (presenting information, asking questions, giving
feedback, demonstrating some procedure, evaluating student progress, and so on). But a teacher
can guide without instructing directly. A good example is the Montessori system of education. In
a Montessori school, most of what a child learns is through interacting with a variety of
curriculum materials in a particular context. A Montessori teacher does much less direct
instruction than do teachers in traditional schools.
References:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta
Kappa Educational Foundation.
Teachers should be guides or leaders. In the role of a guide, a teacher does less presenting of
information, demonstrating and providing feedback. For example, in a Montessori school, most
student learning occurs through interaction with a variety of class materials, rather than
interaction with a teacher.
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.
Original Source Material
Student Version
There is a desperate need for theorists and researchers to generate and refine a new breed of
learning-focused instructional design theories that help educators and trainers to meet those
needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking

5. skills, and diversity). The health of instructional-design theory also depends on its ability to
involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of
instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
We need theorists and researchers to generate and refine learning-focused instructional design
theories. Such theories will help educators and trainers to meet needs that focus on learning and
that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-
design theory must involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of
instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
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.
Original Source Material
Student Version
The philosophical position known as constructivism views knowledge as a human construction.
The various perspectives within constructivism are based on the premise that knowledge is not
part of an objective, external reality that is separate from the individual. Instead, human
knowledge, whether the bodies of content in public disciplines (such as mathematics or
sociology) or knowledge of the individual learner, is a human construction.
References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle,
NJ: Prentice-Hall.
The philosophical position known as constructivismviews knowledge as a human construction.
The various perspectives within constructivism are based on the premise that knowledge is not
part of an objective, external reality that is separate from the individual. Instead, human

6. knowledge is a human construction.
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.
Original Source Material
Student Version
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:
Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation
protocols. Journal of Research on Technology in Education, 38(2), 191-212.
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:
Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation
protocols. Journal of Research on Technology in Education, 38(2), 191-212.

7. 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.
Original Source Material
Student Version
Analysis of patterns in time (APT) is a method for gathering information about observable
phenomena such that probabilities of temporal patterns of events can be estimated empirically. If
appropriate sampling strategies are employed, temporal patterns can be predicted from APT
results. Finally, APT is compared to the linear models approach and event history analysis. The
major difference is that in APT there is no mathematical model assumed to characterize relations
among variables. In APT the model is the temporal pattern being investigated.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying
Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
APT is an empirical approach to observing and coding phenomena by using mutually exclusive
and exhaustive categories within multiple classifications (Frick, 1990). Once these data have
been collected, researchers specify APT queries to calculate the probability of joint and/or
sequential patterns of interest. In effect, researchers create measures of temporal patterns by
counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in
Time is different from the linear models approach of measuring variables separately and using
statistics to analyze their relations.
References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying
Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.
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.

8. Determine the type of plagiarism by clicking the appropriate radio button.
Original Source Material
Student Version
To summarize, the elaboration model of instruction starts by presenting knowledge at a very
general or simplified level in the form of a special kind of overview. Then it proceeds toadd
detail or complexity in "layers" across the entire breadth of the content of the course (or
curriculum), one layer at a time, until the desired level of detail or complexity is reached.
References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In
C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional
theory (Vol. II, pp. 425-453). Hillsdale, NJ: Lawrence Erlbaum.
They soon switched to a model based on the elaboration theory (Reigeluth, 1999). Using this
approach, the game would begin with a level that offered the simplest version of the whole task
(the epitome); subsequent levels would become increasingly more complex--an approach
common to videogames--with opportunities for review and synthesis.
References:
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In
C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional
theory (Vol. II, pp. 425-453). Hillsdale, NJ: Lawrence Erlbaum.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Original Source Material
Student Version
Cobbling together elements from the previous definition and whittling away the unnecessary
bits leaves us with the following definitions: A game is a system in which players engage in an
artificial conflict, defined by rules, that results in a quantifiable outcome. This definition
structurally resembles that of Avedon and Sutton-Smith, but contains concepts from many of
the other authors as well.
References:
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge,
Massachusetts: The MIT Press.
Salen and Zimmerman (2004) reviewed many of the major writers on games and simulations
and synthesized the following definitions: "A game is a system in which players engage in an

9. artificial conflict, defined by rules, that results in a quantifiable outcome" (p. 80). They
contended that some simulations are not games but that most games are some form of
simulation.
References:
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge,
Massachusetts: The MIT Press.
Solution
Item 1:
This is not plagiarism as the student has given citation of the reference and haven't tried to post
the work as his/her own.
Item 2:
This is paraphrased plagiarism. Though the student has provided the citation, but also s/he has
tried to paraphrase some part of the original script as her/his own.
Item 3:
This is paraphrased plagiarism as the student has copied a part of the original source and re-
phrased it to write it in his version without providing necessary citations and reference.
Item 4:
This is word for word plagiarism as the student has coplied all of the material from original
source without referencing it or citing it.
Item 5:
This is paraphrased plagiarism as student has re-phrased the part of data from original source and
has posted it as his own without referencing or citing it.
Item 6:
This is again paraphrased plagiarism as the student has altered the data from original source and
have provided the citation.
Item 7:
This is word for word plagiarism as all of the material in student's version has been copied and
pasted from the original source without providing any citation.
Item 8:
This is not Plagiarism as the student has provided the citation for the data and referenced it using
quotations.
Item 9:
This is not plagiarism as the student have most of the data unique.
Item 10:

10. This is paraphrased plagiarism as student hasn't referenced using quotations and has altered the
script from original source.