This paper commences with themes discussed in two papers, “An assessment strategy to help forestall plagiarism problems” (Kennedy, 2004) concerning how assessment strategies can be structured to minimise plagiarism and “Paradigm shift: From traditional to on-line education” (Gallie & Joubert, 2004) concerning the shifting focus between teacher-centred and student-centred learning. The themes raised are examined from the perspective of post-graduate course delivery to predominantly international students within the context of recognition of the specific needs of the student body. The themes are then extended by considering the outcomes of a case study that adapted methods of assessment with a view to improving outcomes and reducing plagiarism and cheating.
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