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Introduction:  This project has investigated student and staff perceptions and experience of plagiarism in a large Australian dental school to develop a response to an external audit report. Methods:  Workshops designed to enhance participants’ understanding of plagiarism and to assist with practical ways to promote academic integrity within the school were provided to all students and staff. Anonymous surveys were used to investigate perceptions and experience of plagiarism and to assess the usefulness of the workshops. Results:  Most participants felt that plagiarism was not a problem in the school, but a significant number were undecided. The majority of participants reported that the guidelines for dealing with plagiarism were inadequate and most supported the mandatory use of text‐matching software in all courses. High proportions of participants indicated that the workshops were useful and that they would consider improving their practice as a result. Conclusions:  The study provided data that enhanced understanding of aspects of plagiarism highlighted in the report at the school level and identified areas in need of attention, such as refining and raising awareness of the guidelines and incorporation of text‐matching software into courses, as well as cautions to be considered (how text‐matching software is used) in planning responsive action.

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Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product. To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland. The findings highlight differences in what these groups consider to be important assessment issues and differences in how they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback and formative assessment that may be influenced by their secondary school assessment experiences. Keywords Assessment Á Feedback Á First year experienceIt is now widely accepted that assessment is at the heart of teaching and learning, and assessment for learning, rather than measurement of learning, is a hallmark of

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