Teachers’ Intervention in Plagiarism Detection Tool’s Assessment of Students’ Written Papers

Abstract

This investigative literature paper examines the necessity of teachers’ intervention in Plagiarism Software’s (PlagAware) tool after it has auto checked the students’ academic written papers. The paper assumes that no matter how advanced the PlagAware software is, its assessment is not flawless; just like it is with the other applications of the artificial intelligence (AI). Through intensive review of the relevant literature, the paper devises three premises of argument whose findings answer the questions posed on what, why and how the teachers would intervene. The paper concludes that teachers’ intervention by re-checking PlagAware’s checking of students’ written work is partly amust to do and partly complementary to the proper marking and grading process.