 Scaffolding students as they undertake assessments by providing them with formative feedback will encourage them to do the work themselves and maintain good academic integrity standards. By supporting students to learn as they progress through the assessment process and by providing them with formative feedback at different points, they will feel encouraged and motivated to continue with the assessment process themselves. Let's look at how you might do this by taking DCU's Virtual of Learning Environment Loop as an example. Loop uses a text matching tool called Erkan to analyse students' written work and compare the content with external sources. You can give students access to this analysis report before a submission deadline so that they can act upon it and improve their work. On your loop course page, click turn editing on and click add an activity or resource and select assignment. Populate the necessary fields for the assignment such as name and description, dates and so on. Proceed to the area called text matching and expand to look at the options available there. Ensure that enable text matching is set to yes and that show similarity score to student is set to always and show similarity report to student is set to always. Click save and return to course. The assignment is now ready and students can begin to upload a draft before the submission deadline to avail of the text matching. Now let's look at text matching from the student point of view. Students click into the assignment as normal and proceed to upload their work. In this case the student is uploading a PDF document and that PDF document will be text matched but if they were submitting an online text submission that too would be text matched. After uploading the draft the student needs to wait for text matching to occur. This can take anywhere from 20 minutes to 24 hours. After that the score will be returned to loop. Clicking the similarity score opens the analysis report in a new tab. The student looks through each of the matches in the analysis report and judges for themselves if they need to do something about it. For example a student may choose to rewrite some of their work to improve their paraphrasing if their similarity is too high. Or a match might show that a student didn't quote or cite an author correctly and they need to rectify that. This feedback can help students improve their writing and adhere to academic integrity standards before they make a final submission.