12/7/2019 Turnitin Late Submission Hack
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Submitting a paperTo submit a paper to a Turnitin assignment in Blackboard, the user must log in and upload a file to an existing assignment. Turnitin assignments cannot accept student submissions until the assignment start date and time has passed. Assignments may also reject submissions after the due date and time set by the instructor.
To check the start date and due date information, click on the view/complete link for the Turnitin assignment in the assignments page. This action opens the assignment inbox showing assignment information, including start and due dates/times as well as other assignment information or special instructions.
Click on the “ i” icon to the right of the assignment to view the assignment details containing information about whether resubmissions and late submissions are allowed.There are two options for a student to submit a paper: file upload or cut and paste. File uploadThe file upload submission type allows you to submit to an assignment through directly loading the file from your computer.Make sure that the file type you are submitting can be accepted by Turnitin.Users whose files are saved in a file type that is not accepted by Turnitin will need to use a word processing program to save the file as one of the accepted types. Rich Text Format and Plain Text file types are nearly universally available in word processing software.
Neither file type will support images or non-text data within the file. Plain text format does not support any formatting, and rich text format supports only limited formatting options. Click the Submit tab to open the assignment submission page. If you are given a choice of which submission type to use to submit your assignment, you will need to select File Upload under Submission Method.If the assignment requires you to submit by File Upload, please go to the next step.
Check Turnitin Before Submitting
Enter the submission title. If there is more than one part to your assignment, you must select which part you are submitting from the Submission Part. Click the drop-down menu and select the relevant part. Click on the Choose File. Button to select the file that you would like to submit. This will open a dialog box, allowing your to locate your assignment in your computer.
If your instructor has enabled this option, before submitting the assignment, you must check the box next to Notice. Click the Submit Paper button to submit your paper. This button is located at both the top and bottom of the Submissions Inbox page. Upon submission, a green box advising you that the paper has been successfully submitted will appear above the assignment title.
Resubmissions are possible up until the due date. You may of your paper as many times as you need to up until the deadline. Please note that similarity reports for resubmissions will take 24 hours to generate if you have already submitted your work to the inbox three times.Before the due date, you can simply follow the.If the inbox was set up not to allow late submissions, you will not be able to upload anything to it after the deadline has passed.If the inbox was set up to accept late submissions, you will have one single attempt to upload your final version after the deadline but only if you hadn’t previously made a submission. If you have though, you will receive the following error message and Turnitin will not allow you to overwrite your previous paper.If you still wish to make a submission after the deadline, please discuss this with your tutor. Turnitin allows you to resubmit 3 times, and then you must wait 24 hours. If you make a resubmission, you will see this message:You have already submitted a paper to this assignment and a Similarity Report was generated for your submission.
If you choose to resubmit your paper, your earlier submission will be replaced and a new report will be generated. After three resubmissions, you will need to wait 24 hours after a resubmission to see a new Similarity Report.This policy is set by TurnitinUK. Moodle Support is not able to override this or make reports generate faster. We will not delete submissions so that you can start resubmitting again.This does not mean that your submission will be considered late, even if the report is still pending after the due date.
The time and date shown in the submitted column is considered your official submission time. Your tutors all understand that sometimes the report will take longer.Please only contact us if the report has taken longer than 24 hours to appear. With a link to the Moodle site, the name of the inbox where you submitted it, and the Paper ID number.
Listen to this post as a podcast:Sponsored by andThis post contains Amazon Affiliate links. When you make a purchase through these links,Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning.As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.And the whole time I thought to myself, This is pointless. They aren’t learning anything at all. But I wasn’t sure what else to do.For as long as teachers have assigned tasks in exchange for grades, late work has been a problem.
What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable?
Is there a way to manage all of this without driving ourselves crazy?To find answers, and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.First, a Few Questions About Your GradesBefore we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:. What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance?
If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read ). Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams.
Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice. For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work. What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason.
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Students may have issues with and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety.
Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an, and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation. What kind of grading system is realistic for you? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.Possible Solutions 1.
PenaltiesMany teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. Carlo gavazzi pdi 408 pdf driver. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.Several types of penalties are most common:Point DeductionsIn many cases, teachers simply reduce the grade as a result of the lateness.
Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system.Parent ContactSome teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away.No Feedback, No Re-DosThe real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade.
Those who hand in late work must accept whatever score they get the first time around. A Separate Work Habits GradeIn a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way.
So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late.But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare.
It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late.Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt.
So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade.
Do I understand correctly.Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?Do you stipulate that a student must earn a certain% on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly?
Still full credit? Or an opportunity to re-do?Thank you in advance. Katie,From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking.
So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.-Kirby. Cathy,When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late.
So once they do turn it in I know that it’s late and makes grading it easier.There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.-Kirby. This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework.
I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.
Hey Kate,Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue.
It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing.
Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps! I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?If anyone has any answers it would be extremely beneficial.Thank you,Kirby. I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work.
I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time.
I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Gemini tv chakravakam serial live.
Further, how much homework do you assign when providing this as an option?Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.
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