Academic Honesty Policy
This handbook provides you with information that will help you become acquainted with the aims and objectives of the school, a brief overview of the curriculum as well as practical day-to-day information.
- INTRODUCTION AND SCHOOL WIDE CONTEXT
- ESSENTIAL AGREEMENT
- Procedures – reporting, recording and monitoring
INTRODUCTION AND SCHOOL WIDE CONTEXT
The development of academic honesty skills and values at ISZL is present throughout our programme. The IB learner profile attributes are used to frame the understandings of academic honesty throughout our programmes.
Beginning in the Early Years of Primary School, students are encouraged to understand the concept of academic honesty as part of their responsibilities as a whole. The skills and understandings required are introduced in the Primary School as learning experiences with no sanctions for academic misconduct.
Within the MYP programme a more detailed understanding of the skills required is taught. The development of these skills happens in subject specific lessons, as part of the PSHE programme, and are supported by teacher librarians and educational technology coaches. Within the MYP programme incidents of academic misconduct are treated as learning experiences but sanctions are applied. The personal project is an important stage in the continuum as students are expected to have a clear understanding of their responsibilities by this stage.
Overall an increasing level of personal student responsibility is developed in grades EY1-10. Significant incidents of academic misconduct are recorded in iSAMS as a student concern. In grades 11 and 12 students take responsibility for applying their understanding and following the ISZL guidelines on academic honesty. Incidents of academic misconduct have serious consequences.
At ISZL we have a community with diverse cultural and educational experiences; hence, it is important to acknowledge that there could be a variety of understandings towards the notion of 'academic honesty', including plagiarism. In some cultures, for example, to paraphrase an author’s words can be seen as respectful, which can result in work that other cultures would consider to be plagiarised (Hayes & Introna, 2005, p.214). It is useful to understand that many students from non-English speaking backgrounds can be in early stages in the development of their academic language skills and so are at particular risk of engaging in what we would consider to be academic dishonesty simply because they lack the vocabulary or grammatical range needed to correctly paraphrase others' work (Volkov, Volkov, & Tedford, 2011, p. 24). By understanding that some students may come to ISZL with significantly different ideas about how the work of others should be utilised or even appropriated, we can better support their process of understanding ISZL's concept of academic honesty, and in so doing reduce both intentional and unintentional occasions of academic misconduct.
- Academic misconduct (also called malpractice) includes:
- PLAGIARISM – presenting someone else’s words, work or ideas (translated, part or whole) as one’s own.
- Failing to credit/acknowledge sources (in text and in bibliography) that have been used as quotations (ideas, facts, theories, opinions, etc), or copied directly (statistics, any form of images, videos, music or sound, etc.)
- Paraphrasing or summarizing someone’s else’s work or ideas without citing and referencing sources
- Failing to clearly distinguish between one’s work and the source being used (by using quotation marks or indentation, or another accepted method)
- Submitting another person’s work as your own, including a paper from free website or a research service, or anything written by another person ( (a student, a parent, a tutor);
- Presenting a collaborative work as your own (without acknowledgement of others).
- COLLUSION - supporting academic misconduct by another student
- Allowing work (both classwork and home learning assignments) to be copied by another student
- Providing an example of a finished assignment to another student
- DUPLICATION OF WORK – submitting the same piece of work to more than one teacher without the permission of all the teachers concerned
- Any other behaviour that gives an unfair advantage such as:
- Falsifying or making up data, results or information
- Creating invalid or faked citations and references.
- Misconduct during an examination
- Disclosing or receiving information to/from another student about the content of a test or examination
(Effective Citing, 2014, p.76)
2. Academic Authenticity
“An authentic piece of work is one that is based on the student’s individual and original ideas, with the ideas and work of others fully acknowledged. Where the ideas or work of another person are represented within a student’s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas of the work must be fully and appropriately acknowledged.” (From Principles, 2014, p.76)
3. Intellectual Property
Intellectual property rights such as copyright, trademarks and patents exist to protect the rights and property of authors, musicians, artists, inventors and other creators. Students should be aware that material that is downloaded from the internet (including music and material) may be protected by law and that there could be strict regulations regarding its use.
Students will strive at all times to adopt a principled approach based upon personal integrity and good practice in learning and assessment that is appropriate to their age. More explicitly, this means all students are personally responsible for ensuring that they:
- Have an understanding of academic honesty and the use of APA convention appropriate to their age
- Complete all assignments themselves and use their own language (eg. students cannot use automated translation applications) and expression
- Acknowledge all sources appropriately, seeking guidance from teachers and librarians where necessary
- Respect all forms of intellectual and creative expression (for example, works of literature, art or music) and understand that these are normally protected by national and international law
- Refrain from giving work to another student knowing that it will be submitted for assessment as the work of that student
- Understand that collaborative work must be specified by the teacher - producing an assignment with another person without permission from the teacher is collusion and, therefore, a form of academic misconduct
- Are familiar with what constitutes academic misconduct in examinations.
(Academic Honesty, 2011)
All ISZL staff will encourage students to adopt a principled approach based upon personal integrity and good practice in learning and assessment which is age appropriate.
Teachers are expected to:
- Have an understanding of academic honesty and the APA convention
- Communicate expectations by clearly referring to the ISZL Academic Honesty Policy
- Value incidences of academic misconduct as learning opportunities and support appropriately
- Teach and develop ATL skills related to academic honesty
- Model good procedures of academic honesty that support classroom and home learning practices (i.e. by acknowledging the source of all material (including digital media and images))
- Collaborate with other staff to deliver a consistent and common approach to academic honesty
- Use formative assessment to ensure that the work is that of the student
- Support students with the preparation of their work for assessment and to ensure that the students’ work complies with the requirements of the relevant subject guide/programme
- Draw students’ attention to work where there is a suspicion of malpractice
- Be mindful of situations that could lead to academic misconduct (e.g., multiple simultaneous deadlines, previous educational experiences, cultural and linguistic background, parental pressure).
Parents are expected to:
- Read the academic honesty section of the school handbook
- Support students’ understanding of the school’s Academic Honesty Policy
- Encourage students to ask teachers and librarians for advice if they experience problems with completing assignments rather than providing assistance
ISZL will ensure that systems are in place to:
- Provide an ATL scope and sequence to support the development of academic honesty skills and practices
- Raise awareness of the factors that can affect students’ understanding of academic honesty practices
- Articulate this policy across the school to different stakeholder groups
- Provide support to teachers where necessary to enable them to deal with misconduct in a consistent and age-appropriate manner
In cases where the authenticity of a student’s work is in question it is expected that the student be able to demonstrate the development of their work through drafts, rough notes, or consultative meetings with the teacher.
If a teacher has reasonable cause to suspect academic dishonesty:
- He/she will report this to the High School Principal and log the incident on iSams (school’s management information system).
- The High School Principal will consult the relevant curriculum coordinator, meet with the student, inform the parents and record the incident.
- The student will be reminded about the importance of academic honesty and will be required to attend meetings with the school’s librarian to develop an honest approach to academic research.
- The student will also be required to redo the work to a satisfactory level and within an identified time span. If this piece of work is a compulsory component to be submitted for official credit for an IB Diploma subject or other external examining body, the student runs the risk of losing IB course credit and/or the Diploma.
- Consequences for violations of academic honesty policies are consistent with our progressive approach to disciplinary incidents, supportive of student growth, and could include internal or external suspension which is recorded on their school record. Repeated incidents could lead to recommended exclusion from the school. (Riverside Campus handbook).
The rights of the student, if suspected of a breach of academic honesty
ISZL is committed to upholding the rights of all students. Appeals against decisions made by the School or personnel employed by the school should follow lines of management that currently exist within the school – culminating with the Director who holds final sway in all matters relating to the daily operations of the school, including student life. Thus concerns with decisions made by classroom teachers should be appealed to Heads of Department or Assistant Principals. Concerns with decisions made by Heads of Campus or members of the school leadership should be made directly to the school Director. Concerns regarding school policy as agreed by the Board of Trustees should be made in writing to the School Director and will be submitted directly to the Board. (ISZL Code of Conduct, p.5)
Consequences of academic misconduct/follow up/consequences of misconduct in external assessments
If a student is found to have been involved with academic dishonesty involving externally assessed work (this could be either a written internal assessment which they have signed to certify that it is their own work or in an incident during an external examination session) the relevant external authority will be informed and the consequences of this act will be communicated to the student involved.
A policy on review of the policy
This policy has been reviewed for the requirements of MYP: The Next Chapter. It will be reviewed before the next school-wide evaluation.
Academic honesty: Diploma programme [Pamphlet]. (2011). Cardiff, United Kingdom: International Baccalaureate.
Effective citing and referencing [Pamphlet]. (2014). Cardiff, United Kingdom: International Baccalaureate.
From principles into practice [Pamphlet]. (2014). Cardiff, United Kingdom: International Baccalaureate.
Hayes, N., & Introna, L. D. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics & Behavior, 5(3), 213-231. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=...
ISZL Code of conduct [Pamphlet]. (2017). Baar, Switzerland: International School of Zug & Luzern.
ISZL Mission statement [Pamphlet]. (2008). Baar, Switzerland: International School of Zug & Luzern.
Learner profile [Pamphlet]. (2013). Cardiff, United Kingdom: International Baccalaureate.
Volkov, A., Volkov, M., & Tedford, P. (2011). Plagiarism: Proactive prevention instead of reactive punishment. E-journal of Business Education and Scholarship of Teaching, 5(2), 22-35. Retrieved from http://www.ejbest.org/upload/eJBEST_Volkov_Volkov_...