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Similarity and other related information

It is important that staff are aware of before analysing similarity in submissions.

Ã÷ÐÇ°ËØÔ is using Turnitin for similarity detection.

The following links may help with analysing the reports generated by Turnitin.


  • Includes an overall view of the Similarity report, similarity percentage ranges, scoring scenarios and a brief description of how Turnitin detects student collusion. 
    Note:
     Remember that a high similarity score does not automatically mean that work has been plagiarised, nor is its findings exhaustive. There may be a number of perfectly legitimate factors contributing to a higher score. Guidelines for staff on handling suspected plagiarism can be found on your College's IntraÃ÷ÐÇ°ËØÔ site (the staff handbook is often a good starting point). 
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Similarity check training

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 AI detection tools

We are not currently planning to use the Turnitin AI detection tool at Ã÷ÐÇ°ËØÔ. There are many reasons for this decision, which we will expand on shortly on the APDU pages () and institutional AI guidance on the intranet ().

 However, two primary reasons for not using AI detection are:

  • Equity – AI detectors are relatively easy to fool, and therefore only weaker students will be caught and punished.
  • False positives – Most systems admit to at least 1% of false positive results, which is far too high for unfounded allegations of cheating.

The following research conclude that the current available tools (including Turnitin), are not reliable or accurate in detecting AI- generated content. They also advocate rethinking current assessment strategies while embracing AI usage in teaching and learning.

Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S. et al. Int J Educ Integr 19, 26 (2023).

 Ardito, C.G., 2023. arXiv preprint

Perkins, M., Roe, J., Vu, B.H., Postma, D., Hickerson, D., McGaughran, J., & Khuat, H.Q., 2024. arXiv preprint

The findings in the research article below emphasize the importance of academics understanding and exploring how AI responds to their specific assessment questions. 
Scarfe, P., Watcham, K., Clarke, A., & Roesch, E. (2024) , PLoS ONE, 19(6), e0305354. 

 Please do not be tempted to upload students work to third party online AI detectors, as there are many IP and GDPR issues to which University would then be exposed.

If you have any questions regarding this policy, please contact the Head of Digital Education (colin.loughlin@brunel.ac.uk).