Abstract:

Originality in academic works is a requirement that is not always guaranteed. In fact, the student’s own work should be based on self effort without falling into academic plagiarism.
Whether face-to-face or online, academic works and tests are constantly evaluated to measure the results of student learning by which they acquire knowledge, skills, abilities, aptitudes and values described in each teaching project of any subject.
There are plenty of plagiarism detection tools for online teaching (Turnitin or similar). By applying proctoring methodologies, online teaching platforms are designed to guarantee teaching at the same level as face-to-face teaching. These are digital solutions to control identity fraud and avoid plagiarism or any other fraudulent activity during a test. However, said systems for detection and plagiarism control are based on the recognition of characters, which cannot be applied to graphic resolutions such as the case of representation systems in Descriptive Geometry.
It is the teacher's responsibility to prevent plagiarism in exams and academic papers, or at least to design measures for its detection, which may even involve disciplinary responsibilities for the student. Ensuring the principles of individual merit and authenticity of these tests, whether face-to-face or online, synchronous or asynchronous, is one of the obligations of the academic institution. If academic plagiarism occurs, either in a test or in an academic work, it must be accredited by the faculty, resulting in the failing of the performed test, with the possibility of incurring other disciplinary consequences.
In the Department of Graphic Expression, Design and Projects of the University of Malaga, a pilot experience of Educational Innovation (INNOVA Projects) is being implemented within the studies of Industrial Engineering, in which customized tests of Technical Drawing are designed based on their parameterization, with a unique result for each student. This way, students take a single exam (either face-to-face or online), in which the student's knowledge and skills are tested, freeing the teacher from strict vigilance against fraudulent copying between students during the test. This allows the teacher's attention to be focused on tasks that assist the student or simply help with the organization of the test.
In the event that the teacher's vigilance has failed to prevent plagiarism, plagiarism can be detected by checking the answers of students whose physical proximity in the classroom has made it possible to fraudulently copy an exercise.
A challenge for future research will be to design tests parameterized by pairs of students that allow collaborative learning for the acquisition of professional skills and expertise.

Keywords:

Plagiarism detection, parametric draw, CAD techniques, Engineering Innovation.