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Accidentally leaked the solution to an assignment, what to do now? (I'm the prof)


What to do if assignment is against student's religion?Made some great course slides, now what?How do I inspire my students to work through problems on their own?What to do when majority of the students do not bother to do peer grading assignment?I have accidentally given students assignment guidelines that conflict with the course coordinator's. How I can rectify my mistake?Can I learn the course material for the first time while I'm teaching it?Can I copyright materials I developed if it was asked to be written by the school I'm working at?Is the “okay” hand gesture now unacceptable to use in class?My professor who doesn't let me use my phone to read the textbook online in while I'm in class. What should I do?As a course lecturer, should I excuse late assignment submissions if I wrote the assignment deadline slightly wrong?













28















TL;DR; I accidentally made the solution of an assignment visible to some of my students. How can I now fairly address that problem?



A few weeks ago I set a programming assignment to be done using Processing (a graphical programming tool), and to make sure the goal was clear I implemented a solution on openprocessing.org, which I made available to the students. On openprocessing.org, they can look at the working program (a little graphical game similar to tic-tac-toe), but the source code is hidden to them (I took a paid account to get private source code).
But then I embedded the openprocessing.org 'sketch' (a web page that displays the working program as described above) in a different web page, and failed to notice that the embedded version has the source code readily available (the person viewing the sketch just clicks an icon at the top and they get the editor with the source code). I think that's a bug with openprocessing.org and I complained to them (and there's obviously also an oversight on my part), but that's not relevant to my issue.



So basically the solution to the assignment was available to anybody who clicked that button at the top. It's not obvious, so I think only a few students noticed it. One team emailed me asking whether it was intentional and expressing their concern.
The assignment deadline is in 5 days (it's been up for 2 weeks) and it's the end of the term. This was supposed to be 10% of their grade.
I took down the visible solution, and I' trying to come up with a contingency plan. I could cancel the whole assignment, or give everyone full marks... Just let those who saw it submit as is (and indicate the source). I just don't know how to handle this best.



Any suggestions or recommendations?










share|improve this question



















  • 4





    Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

    – A Simple Algorithm
    7 hours ago






  • 7





    @ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

    – Davidmh
    6 hours ago






  • 1





    This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

    – David Richerby
    6 hours ago






  • 2





    @Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

    – A Simple Algorithm
    6 hours ago






  • 1





    What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

    – chepner
    2 hours ago















28















TL;DR; I accidentally made the solution of an assignment visible to some of my students. How can I now fairly address that problem?



A few weeks ago I set a programming assignment to be done using Processing (a graphical programming tool), and to make sure the goal was clear I implemented a solution on openprocessing.org, which I made available to the students. On openprocessing.org, they can look at the working program (a little graphical game similar to tic-tac-toe), but the source code is hidden to them (I took a paid account to get private source code).
But then I embedded the openprocessing.org 'sketch' (a web page that displays the working program as described above) in a different web page, and failed to notice that the embedded version has the source code readily available (the person viewing the sketch just clicks an icon at the top and they get the editor with the source code). I think that's a bug with openprocessing.org and I complained to them (and there's obviously also an oversight on my part), but that's not relevant to my issue.



So basically the solution to the assignment was available to anybody who clicked that button at the top. It's not obvious, so I think only a few students noticed it. One team emailed me asking whether it was intentional and expressing their concern.
The assignment deadline is in 5 days (it's been up for 2 weeks) and it's the end of the term. This was supposed to be 10% of their grade.
I took down the visible solution, and I' trying to come up with a contingency plan. I could cancel the whole assignment, or give everyone full marks... Just let those who saw it submit as is (and indicate the source). I just don't know how to handle this best.



Any suggestions or recommendations?










share|improve this question



















  • 4





    Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

    – A Simple Algorithm
    7 hours ago






  • 7





    @ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

    – Davidmh
    6 hours ago






  • 1





    This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

    – David Richerby
    6 hours ago






  • 2





    @Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

    – A Simple Algorithm
    6 hours ago






  • 1





    What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

    – chepner
    2 hours ago













28












28








28


2






TL;DR; I accidentally made the solution of an assignment visible to some of my students. How can I now fairly address that problem?



A few weeks ago I set a programming assignment to be done using Processing (a graphical programming tool), and to make sure the goal was clear I implemented a solution on openprocessing.org, which I made available to the students. On openprocessing.org, they can look at the working program (a little graphical game similar to tic-tac-toe), but the source code is hidden to them (I took a paid account to get private source code).
But then I embedded the openprocessing.org 'sketch' (a web page that displays the working program as described above) in a different web page, and failed to notice that the embedded version has the source code readily available (the person viewing the sketch just clicks an icon at the top and they get the editor with the source code). I think that's a bug with openprocessing.org and I complained to them (and there's obviously also an oversight on my part), but that's not relevant to my issue.



So basically the solution to the assignment was available to anybody who clicked that button at the top. It's not obvious, so I think only a few students noticed it. One team emailed me asking whether it was intentional and expressing their concern.
The assignment deadline is in 5 days (it's been up for 2 weeks) and it's the end of the term. This was supposed to be 10% of their grade.
I took down the visible solution, and I' trying to come up with a contingency plan. I could cancel the whole assignment, or give everyone full marks... Just let those who saw it submit as is (and indicate the source). I just don't know how to handle this best.



Any suggestions or recommendations?










share|improve this question
















TL;DR; I accidentally made the solution of an assignment visible to some of my students. How can I now fairly address that problem?



A few weeks ago I set a programming assignment to be done using Processing (a graphical programming tool), and to make sure the goal was clear I implemented a solution on openprocessing.org, which I made available to the students. On openprocessing.org, they can look at the working program (a little graphical game similar to tic-tac-toe), but the source code is hidden to them (I took a paid account to get private source code).
But then I embedded the openprocessing.org 'sketch' (a web page that displays the working program as described above) in a different web page, and failed to notice that the embedded version has the source code readily available (the person viewing the sketch just clicks an icon at the top and they get the editor with the source code). I think that's a bug with openprocessing.org and I complained to them (and there's obviously also an oversight on my part), but that's not relevant to my issue.



So basically the solution to the assignment was available to anybody who clicked that button at the top. It's not obvious, so I think only a few students noticed it. One team emailed me asking whether it was intentional and expressing their concern.
The assignment deadline is in 5 days (it's been up for 2 weeks) and it's the end of the term. This was supposed to be 10% of their grade.
I took down the visible solution, and I' trying to come up with a contingency plan. I could cancel the whole assignment, or give everyone full marks... Just let those who saw it submit as is (and indicate the source). I just don't know how to handle this best.



Any suggestions or recommendations?







teaching assignment






share|improve this question















share|improve this question













share|improve this question




share|improve this question








edited 8 hours ago









Bryan Krause

16k34468




16k34468










asked 8 hours ago









user3780968user3780968

80969




80969







  • 4





    Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

    – A Simple Algorithm
    7 hours ago






  • 7





    @ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

    – Davidmh
    6 hours ago






  • 1





    This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

    – David Richerby
    6 hours ago






  • 2





    @Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

    – A Simple Algorithm
    6 hours ago






  • 1





    What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

    – chepner
    2 hours ago












  • 4





    Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

    – A Simple Algorithm
    7 hours ago






  • 7





    @ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

    – Davidmh
    6 hours ago






  • 1





    This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

    – David Richerby
    6 hours ago






  • 2





    @Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

    – A Simple Algorithm
    6 hours ago






  • 1





    What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

    – chepner
    2 hours ago







4




4





Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

– A Simple Algorithm
7 hours ago





Yeah just give the solutions to everyone to be fair. Too late to change grading and requirements. But hopefully you are curving the grade so the effect is nothing.

– A Simple Algorithm
7 hours ago




7




7





@ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

– Davidmh
6 hours ago





@ASimpleAlgorithm "hopefully you are curving the grade" I am not convinced grading on a curve is necessarily better.

– Davidmh
6 hours ago




1




1





This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

– David Richerby
6 hours ago





This is something you need to be discussing with whoever's in charge of teaching in your department, not random strangers on the internet.

– David Richerby
6 hours ago




2




2





@Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

– A Simple Algorithm
6 hours ago





@Davidmh Are you speaking generally about curving, or about its value in this particular case? Because my statement was in regard to the benefits of curving in this particular case. By giving out the answers so everyone gains equally, no one gains an advantage in the curve. As for general complaints about curving, I probably don't curve in a way that has the drawbacks you are thinking of.

– A Simple Algorithm
6 hours ago




1




1





What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

– chepner
2 hours ago





What does your school's academic honesty policy say about using the solution? Just because it was made available doesn't necessarily make it fair game for anyone who found it. (This doesn't help redress the situation for students who didn't use the solution, or help you determine which ones did, of course.)

– chepner
2 hours ago










7 Answers
7






active

oldest

votes


















40














Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else.



Mistakes happen.



If you use a large number of exercises in grading it is probably harmless to give everyone full marks. They will be happy and it won't really matter otherwise. But trying, in any way, to discriminate between various levels of "performance" on such an exercise is a minefield.



One thing to remember, however. Presumably you gave that assignment because students would be expected to learn some specific thing(s) by doing it. That may not have occurred, so you need to assure that you find some way to reinforce that lesson in some future activity.






share|improve this answer


















  • 5





    I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

    – Valorum
    7 hours ago






  • 3





    I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

    – dmoore1181
    7 hours ago











  • @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

    – Buffy
    6 hours ago






  • 2





    @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

    – dmoore1181
    6 hours ago






  • 2





    If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

    – MooseBoys
    5 hours ago


















23














Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc).



Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded for their effort. Those who do not, will not do as well on the final.



Naturally the final has less time to do the work, but they have already seen an explicit way to work out that type of problem. If it is too big, you could provide some pieces, and they have to add the remaining functions.



The net effect of leaking the solution will just that everyone studies it to learn the tool for their exam.






share|improve this answer








New contributor




Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
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    12














    I would just give them all the 10% saying that you made the solution available by accident - they will laugh and forget in 10 minutes. And, yes, been there, done that... You are not alone.



    Just rely on the other 90% to give you the grading curve - nothing wrong with those I hope.






    share|improve this answer






























      6














      You might be able to measure the damage by just asking the students. Most students are honest if you're transparent with them (though some campus cultures might be different than others). Consider asking each student to attach a signed statement to their assignment saying that they cited any resources, including solution sets, that they referenced. You can explicitly mention why you're asking -- tell the students that you will not penalize anyone who saw the solutions, but you do consider it cheating if they lie about it.



      If it turns out that everyone saw the solutions, or if you don't feel that the above approach would work in your situation (e.g., very large class, too many unscrupulous students), then I agree with the other answers -- don't grade for "quality." Instead, just grade for effort -- all working solutions get 10/10, regardless of whether they just barely met the requirements from the assignment or whether they are as good as your solution. That way no one who made a good effort would get a lower score than someone who used the solutions.






      share|improve this answer




















      • 1





        Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

        – Makyen
        7 hours ago


















      5














      You could make the leaked solution available to everyone. However if you only do this, it will be somewhat inequal to students who have already put a lot of work in on the problem, compared to students who have not done much/any work on the assignment yet. That is somewhat balanced by the intrinsic unmeasurable natural usefulness of having worked on assignments, however.



      To iron out that inequality, you could also modify the assignment slightly so that it now involves a slight (not major, or else you would be unfairly increasing the expected work load of the class) twist, that will require them to both implement the leaked solution, and then solve some additional problem on top of it that requires understanding the leaked solution and expanding slightly upon it. The extra work should be designed to be more than balanced by the reduced work resulting from having the original solution provided. (Weight the assignment a bit less since most of the assignment solution was provided.)



      The advantage of adding a twist designed that way, is that the students still need to do the work and understand the original assignment, and get the deeper experience of building upon it (which is of course a good sort of experience for programming problems).






      share|improve this answer






























        1














        Instead of a programming task, make them explain in a short paper how your solution works, what advantages and disadvantages there are, what compromises you made and so on.






        share|improve this answer






























          -2














          Plagiarism is always something you should be worrying about. Especially for an undergraduate class like this where there are plenty of solutions online for building a tictactoe game, or even building it in processing. If people wanted to copy, they would likely have found someone else's solution online due to yours being hidden.



          If you are worried that someone may copy of it, the simplest way to address the problem is to tell the class what happened and to remind them that copying your solution is plagiarism.






          share|improve this answer























          • For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

            – osuka_
            4 hours ago











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          7 Answers
          7






          active

          oldest

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          7 Answers
          7






          active

          oldest

          votes









          active

          oldest

          votes






          active

          oldest

          votes









          40














          Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else.



          Mistakes happen.



          If you use a large number of exercises in grading it is probably harmless to give everyone full marks. They will be happy and it won't really matter otherwise. But trying, in any way, to discriminate between various levels of "performance" on such an exercise is a minefield.



          One thing to remember, however. Presumably you gave that assignment because students would be expected to learn some specific thing(s) by doing it. That may not have occurred, so you need to assure that you find some way to reinforce that lesson in some future activity.






          share|improve this answer


















          • 5





            I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

            – Valorum
            7 hours ago






          • 3





            I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

            – dmoore1181
            7 hours ago











          • @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

            – Buffy
            6 hours ago






          • 2





            @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

            – dmoore1181
            6 hours ago






          • 2





            If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

            – MooseBoys
            5 hours ago















          40














          Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else.



          Mistakes happen.



          If you use a large number of exercises in grading it is probably harmless to give everyone full marks. They will be happy and it won't really matter otherwise. But trying, in any way, to discriminate between various levels of "performance" on such an exercise is a minefield.



          One thing to remember, however. Presumably you gave that assignment because students would be expected to learn some specific thing(s) by doing it. That may not have occurred, so you need to assure that you find some way to reinforce that lesson in some future activity.






          share|improve this answer


















          • 5





            I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

            – Valorum
            7 hours ago






          • 3





            I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

            – dmoore1181
            7 hours ago











          • @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

            – Buffy
            6 hours ago






          • 2





            @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

            – dmoore1181
            6 hours ago






          • 2





            If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

            – MooseBoys
            5 hours ago













          40












          40








          40







          Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else.



          Mistakes happen.



          If you use a large number of exercises in grading it is probably harmless to give everyone full marks. They will be happy and it won't really matter otherwise. But trying, in any way, to discriminate between various levels of "performance" on such an exercise is a minefield.



          One thing to remember, however. Presumably you gave that assignment because students would be expected to learn some specific thing(s) by doing it. That may not have occurred, so you need to assure that you find some way to reinforce that lesson in some future activity.






          share|improve this answer













          Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else.



          Mistakes happen.



          If you use a large number of exercises in grading it is probably harmless to give everyone full marks. They will be happy and it won't really matter otherwise. But trying, in any way, to discriminate between various levels of "performance" on such an exercise is a minefield.



          One thing to remember, however. Presumably you gave that assignment because students would be expected to learn some specific thing(s) by doing it. That may not have occurred, so you need to assure that you find some way to reinforce that lesson in some future activity.







          share|improve this answer












          share|improve this answer



          share|improve this answer










          answered 8 hours ago









          BuffyBuffy

          56k16176272




          56k16176272







          • 5





            I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

            – Valorum
            7 hours ago






          • 3





            I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

            – dmoore1181
            7 hours ago











          • @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

            – Buffy
            6 hours ago






          • 2





            @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

            – dmoore1181
            6 hours ago






          • 2





            If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

            – MooseBoys
            5 hours ago












          • 5





            I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

            – Valorum
            7 hours ago






          • 3





            I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

            – dmoore1181
            7 hours ago











          • @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

            – Buffy
            6 hours ago






          • 2





            @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

            – dmoore1181
            6 hours ago






          • 2





            If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

            – MooseBoys
            5 hours ago







          5




          5





          I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

          – Valorum
          7 hours ago





          I agree with this aside from probably saying that you should only give the 10% mark to anyone who completed the assignment.

          – Valorum
          7 hours ago




          3




          3





          I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

          – dmoore1181
          7 hours ago





          I agree with @Valorum, only those that took the time to complete the assignment (legitimately or copying) should receive full credit, but also go over the submitted assignments, as the ones that actually did do the work on their own will benefit more from having any errors pointed out to them so that they don't make the same error/assumption on the final or later in life.

          – dmoore1181
          7 hours ago













          @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

          – Buffy
          6 hours ago





          @dmoore1181, do you really have a way to know who did what? Or would you just guess and grade accordingly. I agree, of course, that if they did the work they probably learned the appropriate lessons, but it seems impossible to judge that now.

          – Buffy
          6 hours ago




          2




          2





          @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

          – dmoore1181
          6 hours ago





          @Buffy, by those that took the time to complete the assignment, I mean turned in anything at all. Sorry for the confusion.

          – dmoore1181
          6 hours ago




          2




          2





          If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

          – MooseBoys
          5 hours ago





          If you are grading on a curve, I'd highly suggest counting the assignment as 0 points, fitting the curve, then adding back 10 points to everyone. Some students may have been depending on their high performance on the assignment relative to their peers to increase their grade. If you give everyone full marks but curve afterwards, you rob them of that opportunity. By curving first, you give everyone the same grade bump, but may need to explain to your superiors why your resulting class grade distribution does not fit the expected curve.

          – MooseBoys
          5 hours ago











          23














          Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc).



          Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded for their effort. Those who do not, will not do as well on the final.



          Naturally the final has less time to do the work, but they have already seen an explicit way to work out that type of problem. If it is too big, you could provide some pieces, and they have to add the remaining functions.



          The net effect of leaking the solution will just that everyone studies it to learn the tool for their exam.






          share|improve this answer








          New contributor




          Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
          Check out our Code of Conduct.
























            23














            Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc).



            Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded for their effort. Those who do not, will not do as well on the final.



            Naturally the final has less time to do the work, but they have already seen an explicit way to work out that type of problem. If it is too big, you could provide some pieces, and they have to add the remaining functions.



            The net effect of leaking the solution will just that everyone studies it to learn the tool for their exam.






            share|improve this answer








            New contributor




            Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
            Check out our Code of Conduct.






















              23












              23








              23







              Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc).



              Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded for their effort. Those who do not, will not do as well on the final.



              Naturally the final has less time to do the work, but they have already seen an explicit way to work out that type of problem. If it is too big, you could provide some pieces, and they have to add the remaining functions.



              The net effect of leaking the solution will just that everyone studies it to learn the tool for their exam.






              share|improve this answer








              New contributor




              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.










              Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc).



              Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded for their effort. Those who do not, will not do as well on the final.



              Naturally the final has less time to do the work, but they have already seen an explicit way to work out that type of problem. If it is too big, you could provide some pieces, and they have to add the remaining functions.



              The net effect of leaking the solution will just that everyone studies it to learn the tool for their exam.







              share|improve this answer








              New contributor




              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.









              share|improve this answer



              share|improve this answer






              New contributor




              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.









              answered 6 hours ago









              PaulPaul

              3014




              3014




              New contributor




              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.





              New contributor





              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.






              Paul is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
              Check out our Code of Conduct.





















                  12














                  I would just give them all the 10% saying that you made the solution available by accident - they will laugh and forget in 10 minutes. And, yes, been there, done that... You are not alone.



                  Just rely on the other 90% to give you the grading curve - nothing wrong with those I hope.






                  share|improve this answer



























                    12














                    I would just give them all the 10% saying that you made the solution available by accident - they will laugh and forget in 10 minutes. And, yes, been there, done that... You are not alone.



                    Just rely on the other 90% to give you the grading curve - nothing wrong with those I hope.






                    share|improve this answer

























                      12












                      12








                      12







                      I would just give them all the 10% saying that you made the solution available by accident - they will laugh and forget in 10 minutes. And, yes, been there, done that... You are not alone.



                      Just rely on the other 90% to give you the grading curve - nothing wrong with those I hope.






                      share|improve this answer













                      I would just give them all the 10% saying that you made the solution available by accident - they will laugh and forget in 10 minutes. And, yes, been there, done that... You are not alone.



                      Just rely on the other 90% to give you the grading curve - nothing wrong with those I hope.







                      share|improve this answer












                      share|improve this answer



                      share|improve this answer










                      answered 8 hours ago









                      Solar MikeSolar Mike

                      14.8k52654




                      14.8k52654





















                          6














                          You might be able to measure the damage by just asking the students. Most students are honest if you're transparent with them (though some campus cultures might be different than others). Consider asking each student to attach a signed statement to their assignment saying that they cited any resources, including solution sets, that they referenced. You can explicitly mention why you're asking -- tell the students that you will not penalize anyone who saw the solutions, but you do consider it cheating if they lie about it.



                          If it turns out that everyone saw the solutions, or if you don't feel that the above approach would work in your situation (e.g., very large class, too many unscrupulous students), then I agree with the other answers -- don't grade for "quality." Instead, just grade for effort -- all working solutions get 10/10, regardless of whether they just barely met the requirements from the assignment or whether they are as good as your solution. That way no one who made a good effort would get a lower score than someone who used the solutions.






                          share|improve this answer




















                          • 1





                            Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                            – Makyen
                            7 hours ago















                          6














                          You might be able to measure the damage by just asking the students. Most students are honest if you're transparent with them (though some campus cultures might be different than others). Consider asking each student to attach a signed statement to their assignment saying that they cited any resources, including solution sets, that they referenced. You can explicitly mention why you're asking -- tell the students that you will not penalize anyone who saw the solutions, but you do consider it cheating if they lie about it.



                          If it turns out that everyone saw the solutions, or if you don't feel that the above approach would work in your situation (e.g., very large class, too many unscrupulous students), then I agree with the other answers -- don't grade for "quality." Instead, just grade for effort -- all working solutions get 10/10, regardless of whether they just barely met the requirements from the assignment or whether they are as good as your solution. That way no one who made a good effort would get a lower score than someone who used the solutions.






                          share|improve this answer




















                          • 1





                            Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                            – Makyen
                            7 hours ago













                          6












                          6








                          6







                          You might be able to measure the damage by just asking the students. Most students are honest if you're transparent with them (though some campus cultures might be different than others). Consider asking each student to attach a signed statement to their assignment saying that they cited any resources, including solution sets, that they referenced. You can explicitly mention why you're asking -- tell the students that you will not penalize anyone who saw the solutions, but you do consider it cheating if they lie about it.



                          If it turns out that everyone saw the solutions, or if you don't feel that the above approach would work in your situation (e.g., very large class, too many unscrupulous students), then I agree with the other answers -- don't grade for "quality." Instead, just grade for effort -- all working solutions get 10/10, regardless of whether they just barely met the requirements from the assignment or whether they are as good as your solution. That way no one who made a good effort would get a lower score than someone who used the solutions.






                          share|improve this answer















                          You might be able to measure the damage by just asking the students. Most students are honest if you're transparent with them (though some campus cultures might be different than others). Consider asking each student to attach a signed statement to their assignment saying that they cited any resources, including solution sets, that they referenced. You can explicitly mention why you're asking -- tell the students that you will not penalize anyone who saw the solutions, but you do consider it cheating if they lie about it.



                          If it turns out that everyone saw the solutions, or if you don't feel that the above approach would work in your situation (e.g., very large class, too many unscrupulous students), then I agree with the other answers -- don't grade for "quality." Instead, just grade for effort -- all working solutions get 10/10, regardless of whether they just barely met the requirements from the assignment or whether they are as good as your solution. That way no one who made a good effort would get a lower score than someone who used the solutions.







                          share|improve this answer














                          share|improve this answer



                          share|improve this answer








                          edited 7 hours ago

























                          answered 7 hours ago









                          cag51cag51

                          18.2k83868




                          18.2k83868







                          • 1





                            Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                            – Makyen
                            7 hours ago












                          • 1





                            Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                            – Makyen
                            7 hours ago







                          1




                          1





                          Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                          – Makyen
                          7 hours ago





                          Basically, the added lesson of properly referencing sources, and how to do so, can be an additional part of the assignment. It can also include a discussion of licensing and what is acceptable to do from a licensing/copyright POV. Overall, this could be a very beneficial learning experience for the students.

                          – Makyen
                          7 hours ago











                          5














                          You could make the leaked solution available to everyone. However if you only do this, it will be somewhat inequal to students who have already put a lot of work in on the problem, compared to students who have not done much/any work on the assignment yet. That is somewhat balanced by the intrinsic unmeasurable natural usefulness of having worked on assignments, however.



                          To iron out that inequality, you could also modify the assignment slightly so that it now involves a slight (not major, or else you would be unfairly increasing the expected work load of the class) twist, that will require them to both implement the leaked solution, and then solve some additional problem on top of it that requires understanding the leaked solution and expanding slightly upon it. The extra work should be designed to be more than balanced by the reduced work resulting from having the original solution provided. (Weight the assignment a bit less since most of the assignment solution was provided.)



                          The advantage of adding a twist designed that way, is that the students still need to do the work and understand the original assignment, and get the deeper experience of building upon it (which is of course a good sort of experience for programming problems).






                          share|improve this answer



























                            5














                            You could make the leaked solution available to everyone. However if you only do this, it will be somewhat inequal to students who have already put a lot of work in on the problem, compared to students who have not done much/any work on the assignment yet. That is somewhat balanced by the intrinsic unmeasurable natural usefulness of having worked on assignments, however.



                            To iron out that inequality, you could also modify the assignment slightly so that it now involves a slight (not major, or else you would be unfairly increasing the expected work load of the class) twist, that will require them to both implement the leaked solution, and then solve some additional problem on top of it that requires understanding the leaked solution and expanding slightly upon it. The extra work should be designed to be more than balanced by the reduced work resulting from having the original solution provided. (Weight the assignment a bit less since most of the assignment solution was provided.)



                            The advantage of adding a twist designed that way, is that the students still need to do the work and understand the original assignment, and get the deeper experience of building upon it (which is of course a good sort of experience for programming problems).






                            share|improve this answer

























                              5












                              5








                              5







                              You could make the leaked solution available to everyone. However if you only do this, it will be somewhat inequal to students who have already put a lot of work in on the problem, compared to students who have not done much/any work on the assignment yet. That is somewhat balanced by the intrinsic unmeasurable natural usefulness of having worked on assignments, however.



                              To iron out that inequality, you could also modify the assignment slightly so that it now involves a slight (not major, or else you would be unfairly increasing the expected work load of the class) twist, that will require them to both implement the leaked solution, and then solve some additional problem on top of it that requires understanding the leaked solution and expanding slightly upon it. The extra work should be designed to be more than balanced by the reduced work resulting from having the original solution provided. (Weight the assignment a bit less since most of the assignment solution was provided.)



                              The advantage of adding a twist designed that way, is that the students still need to do the work and understand the original assignment, and get the deeper experience of building upon it (which is of course a good sort of experience for programming problems).






                              share|improve this answer













                              You could make the leaked solution available to everyone. However if you only do this, it will be somewhat inequal to students who have already put a lot of work in on the problem, compared to students who have not done much/any work on the assignment yet. That is somewhat balanced by the intrinsic unmeasurable natural usefulness of having worked on assignments, however.



                              To iron out that inequality, you could also modify the assignment slightly so that it now involves a slight (not major, or else you would be unfairly increasing the expected work load of the class) twist, that will require them to both implement the leaked solution, and then solve some additional problem on top of it that requires understanding the leaked solution and expanding slightly upon it. The extra work should be designed to be more than balanced by the reduced work resulting from having the original solution provided. (Weight the assignment a bit less since most of the assignment solution was provided.)



                              The advantage of adding a twist designed that way, is that the students still need to do the work and understand the original assignment, and get the deeper experience of building upon it (which is of course a good sort of experience for programming problems).







                              share|improve this answer












                              share|improve this answer



                              share|improve this answer










                              answered 5 hours ago









                              DronzDronz

                              2,3111810




                              2,3111810





















                                  1














                                  Instead of a programming task, make them explain in a short paper how your solution works, what advantages and disadvantages there are, what compromises you made and so on.






                                  share|improve this answer



























                                    1














                                    Instead of a programming task, make them explain in a short paper how your solution works, what advantages and disadvantages there are, what compromises you made and so on.






                                    share|improve this answer

























                                      1












                                      1








                                      1







                                      Instead of a programming task, make them explain in a short paper how your solution works, what advantages and disadvantages there are, what compromises you made and so on.






                                      share|improve this answer













                                      Instead of a programming task, make them explain in a short paper how your solution works, what advantages and disadvantages there are, what compromises you made and so on.







                                      share|improve this answer












                                      share|improve this answer



                                      share|improve this answer










                                      answered 4 hours ago









                                      d-bd-b

                                      1615




                                      1615





















                                          -2














                                          Plagiarism is always something you should be worrying about. Especially for an undergraduate class like this where there are plenty of solutions online for building a tictactoe game, or even building it in processing. If people wanted to copy, they would likely have found someone else's solution online due to yours being hidden.



                                          If you are worried that someone may copy of it, the simplest way to address the problem is to tell the class what happened and to remind them that copying your solution is plagiarism.






                                          share|improve this answer























                                          • For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                            – osuka_
                                            4 hours ago















                                          -2














                                          Plagiarism is always something you should be worrying about. Especially for an undergraduate class like this where there are plenty of solutions online for building a tictactoe game, or even building it in processing. If people wanted to copy, they would likely have found someone else's solution online due to yours being hidden.



                                          If you are worried that someone may copy of it, the simplest way to address the problem is to tell the class what happened and to remind them that copying your solution is plagiarism.






                                          share|improve this answer























                                          • For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                            – osuka_
                                            4 hours ago













                                          -2












                                          -2








                                          -2







                                          Plagiarism is always something you should be worrying about. Especially for an undergraduate class like this where there are plenty of solutions online for building a tictactoe game, or even building it in processing. If people wanted to copy, they would likely have found someone else's solution online due to yours being hidden.



                                          If you are worried that someone may copy of it, the simplest way to address the problem is to tell the class what happened and to remind them that copying your solution is plagiarism.






                                          share|improve this answer













                                          Plagiarism is always something you should be worrying about. Especially for an undergraduate class like this where there are plenty of solutions online for building a tictactoe game, or even building it in processing. If people wanted to copy, they would likely have found someone else's solution online due to yours being hidden.



                                          If you are worried that someone may copy of it, the simplest way to address the problem is to tell the class what happened and to remind them that copying your solution is plagiarism.







                                          share|improve this answer












                                          share|improve this answer



                                          share|improve this answer










                                          answered 6 hours ago









                                          AnonAnon

                                          2512




                                          2512












                                          • For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                            – osuka_
                                            4 hours ago

















                                          • For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                            – osuka_
                                            4 hours ago
















                                          For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                          – osuka_
                                          4 hours ago





                                          For programming assignments such as this, sometimes it is hard to come up with a new solution - but once you've seen and understood a working solution, the problem becomes much easier (even if you're not copying anything). It is certainly difficult to argue that students who saw it, even if briefly and without malicious intent, didn't have an unfair advantage.

                                          – osuka_
                                          4 hours ago

















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                                          Францішак Багушэвіч Змест Сям'я | Біяграфія | Творчасць | Мова Багушэвіча | Ацэнкі дзейнасці | Цікавыя факты | Спадчына | Выбраная бібліяграфія | Ушанаванне памяці | У філатэліі | Зноскі | Літаратура | Спасылкі | НавігацыяЛяхоўскі У. Рупіўся дзеля Бога і людзей: Жыццёвы шлях Лявона Вітан-Дубейкаўскага // Вольскі і Памідораў з песняй пра немца Адвакат, паэт, народны заступнік Ашмянскі веснікВ Минске появится площадь Богушевича и улица Сырокомли, Белорусская деловая газета, 19 июля 2001 г.Айцец беларускай нацыянальнай ідэі паўстаў у бронзе Сяргей Аляксандравіч Адашкевіч (1918, Мінск). 80-я гады. Бюст «Францішак Багушэвіч».Яўген Мікалаевіч Ціхановіч. «Партрэт Францішка Багушэвіча»Мікола Мікалаевіч Купава. «Партрэт зачынальніка новай беларускай літаратуры Францішка Багушэвіча»Уладзімір Іванавіч Мелехаў. На помніку «Змагарам за родную мову» Барэльеф «Францішак Багушэвіч»Памяць пра Багушэвіча на Віленшчыне Страчаная сталіца. Беларускія шыльды на вуліцах Вільні«Krynica». Ideologia i przywódcy białoruskiego katolicyzmuФранцішак БагушэвічТворы на knihi.comТворы Францішка Багушэвіча на bellib.byСодаль Уладзімір. Францішак Багушэвіч на Лідчыне;Луцкевіч Антон. Жыцьцё і творчасьць Фр. Багушэвіча ў успамінах ягоных сучасьнікаў // Запісы Беларускага Навуковага таварыства. Вільня, 1938. Сшытак 1. С. 16-34.Большая российская1188761710000 0000 5537 633Xn9209310021619551927869394п

                                          Беларусь Змест Назва Гісторыя Геаграфія Сімволіка Дзяржаўны лад Палітычныя партыі Міжнароднае становішча і знешняя палітыка Адміністрацыйны падзел Насельніцтва Эканоміка Культура і грамадства Сацыяльная сфера Узброеныя сілы Заўвагі Літаратура Спасылкі НавігацыяHGЯOiТоп-2011 г. (па версіі ej.by)Топ-2013 г. (па версіі ej.by)Топ-2016 г. (па версіі ej.by)Топ-2017 г. (па версіі ej.by)Нацыянальны статыстычны камітэт Рэспублікі БеларусьШчыльнасць насельніцтва па краінахhttp://naviny.by/rubrics/society/2011/09/16/ic_articles_116_175144/А. Калечыц, У. Ксяндзоў. Спробы засялення краю неандэртальскім чалавекам.І ў Менску былі мамантыА. Калечыц, У. Ксяндзоў. Старажытны каменны век (палеаліт). Першапачатковае засяленне тэрыторыіГ. Штыхаў. Балты і славяне ў VI—VIII стст.М. Клімаў. Полацкае княства ў IX—XI стст.Г. Штыхаў, В. Ляўко. Палітычная гісторыя Полацкай зямліГ. Штыхаў. Дзяржаўны лад у землях-княствахГ. Штыхаў. Дзяржаўны лад у землях-княствахБеларускія землі ў складзе Вялікага Княства ЛітоўскагаЛюблінская унія 1569 г."The Early Stages of Independence"Zapomniane prawdy25 гадоў таму было аб'яўлена, што Язэп Пілсудскі — беларус (фота)Наша вадаДакументы ЧАЭС: Забруджванне тэрыторыі Беларусі « ЧАЭС Зона адчужэнняСведения о политических партиях, зарегистрированных в Республике Беларусь // Министерство юстиции Республики БеларусьСтатыстычны бюлетэнь „Полаўзроставая структура насельніцтва Рэспублікі Беларусь на 1 студзеня 2012 года і сярэднегадовая колькасць насельніцтва за 2011 год“Индекс человеческого развития Беларуси — не было бы нижеБеларусь занимает первое место в СНГ по индексу развития с учетом гендерного факцёраНацыянальны статыстычны камітэт Рэспублікі БеларусьКанстытуцыя РБ. Артыкул 17Трансфармацыйныя задачы БеларусіВыйсце з крызісу — далейшае рэфармаванне Беларускі рубель — сусветны лідар па дэвальвацыяхПра змену коштаў у кастрычніку 2011 г.Бядней за беларусаў у СНД толькі таджыкіСярэдні заробак у верасні дасягнуў 2,26 мільёна рублёўЭканомікаГаласуем за ТОП-100 беларускай прозыСучасныя беларускія мастакіАрхитектура Беларуси BELARUS.BYА. Каханоўскі. Культура Беларусі ўсярэдзіне XVII—XVIII ст.Анталогія беларускай народнай песні, гуказапісы спеваўБеларускія Музычныя IнструментыБеларускі рок, які мы страцілі. Топ-10 гуртоў«Мясцовы час» — нязгаслая легенда беларускай рок-музыкіСЯРГЕЙ БУДКІН. МЫ НЯ ЗНАЕМ СВАЁЙ МУЗЫКІМ. А. Каладзінскі. НАРОДНЫ ТЭАТРМагнацкія культурныя цэнтрыПублічная дыскусія «Беларуская новая пьеса: без беларускай мовы ці беларуская?»Беларускія драматургі па-ранейшаму лепш ставяцца за мяжой, чым на радзіме«Працэс незалежнага кіно пайшоў, і дзяржаву турбуе яго непадкантрольнасць»Беларускія філосафы ў пошуках прасторыВсе идём в библиотекуАрхіваванаАб Нацыянальнай праграме даследавання і выкарыстання касмічнай прасторы ў мірных мэтах на 2008—2012 гадыУ космас — разам.У суседнім з Барысаўскім раёне пабудуюць Камандна-вымяральны пунктСвяты і абрады беларусаў«Мірныя бульбашы з малой краіны» — 5 непраўдзівых стэрэатыпаў пра БеларусьМ. Раманюк. Беларускае народнае адзеннеУ Беларусі скарачаецца колькасць злачынстваўЛукашэнка незадаволены мінскімі ўладамі Крадзяжы складаюць у Мінску каля 70% злачынстваў Узровень злачыннасці ў Мінскай вобласці — адзін з самых высокіх у краіне Генпракуратура аналізуе стан са злачыннасцю ў Беларусі па каэфіцыенце злачыннасці У Беларусі стабілізавалася крымінагеннае становішча, лічыць генпракурорЗамежнікі сталі здзяйсняць у Беларусі больш злачынстваўМУС Беларусі турбуе рост рэцыдыўнай злачыннасціЯ з ЖЭСа. Дазволіце вас абкрасці! Рэйтынг усіх службаў і падраздзяленняў ГУУС Мінгарвыканкама вырасАб КДБ РБГісторыя Аператыўна-аналітычнага цэнтра РБГісторыя ДКФРТаможняagentura.ruБеларусьBelarus.by — Афіцыйны сайт Рэспублікі БеларусьСайт урада БеларусіRadzima.org — Збор архітэктурных помнікаў, гісторыя Беларусі«Глобус Беларуси»Гербы и флаги БеларусиАсаблівасці каменнага веку на БеларусіА. Калечыц, У. Ксяндзоў. Старажытны каменны век (палеаліт). Першапачатковае засяленне тэрыторыіУ. Ксяндзоў. Сярэдні каменны век (мезаліт). Засяленне краю плямёнамі паляўнічых, рыбакоў і збіральнікаўА. Калечыц, М. Чарняўскі. Плямёны на тэрыторыі Беларусі ў новым каменным веку (неаліце)А. Калечыц, У. Ксяндзоў, М. Чарняўскі. Гаспадарчыя заняткі ў каменным векуЭ. Зайкоўскі. Духоўная культура ў каменным векуАсаблівасці бронзавага веку на БеларусіФарміраванне супольнасцей ранняга перыяду бронзавага векуФотографии БеларусиРоля беларускіх зямель ва ўтварэнні і ўмацаванні ВКЛВ. Фадзеева. З гісторыі развіцця беларускай народнай вышыўкіDMOZGran catalanaБольшая российскаяBritannica (анлайн)Швейцарскі гістарычны15325917611952699xDA123282154079143-90000 0001 2171 2080n9112870100577502ge128882171858027501086026362074122714179пппппп

                                          ValueError: Expected n_neighbors <= n_samples, but n_samples = 1, n_neighbors = 6 (SMOTE) The 2019 Stack Overflow Developer Survey Results Are InCan SMOTE be applied over sequence of words (sentences)?ValueError when doing validation with random forestsSMOTE and multi class oversamplingLogic behind SMOTE-NC?ValueError: Error when checking target: expected dense_1 to have shape (7,) but got array with shape (1,)SmoteBoost: Should SMOTE be ran individually for each iteration/tree in the boosting?solving multi-class imbalance classification using smote and OSSUsing SMOTE for Synthetic Data generation to improve performance on unbalanced dataproblem of entry format for a simple model in KerasSVM SMOTE fit_resample() function runs forever with no result