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Academic Honesty Policy

Zug Campus Handbook 2018-19

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.

Academic Honesty Policy

Rationale

ISZL Mission Statement

“The International School of Zug and Luzern (ISZL) provides a high quality Early Years to Grade 12 international education to day students resident in the Cantons of central Switzerland. ISZL promotes a climate of respect, where outstanding teachers encourage students to develop self-confidence, positive relationships, and an enthusiastic approach to learning. ISZL is committed to excellence in education through a balanced academic programme. Students at ISZL share responsibility for their own learning in a caring and stimulating environment designed to promote achievement.” (ISZL Mission, 2008)

Learner Profile

The International School of Zug and Luzern is committed to delivering an education that will incorporate all aspects of the IB Learner profile. Within this context it is hoped that ISZL learners will at all times be:

Principled. “They act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. They take responsibility for their own actions and their consequences.

Thinkers. They use critical and creative thinking skills to analyse and take responsible action on complex problems. They exercise initiative in making reasoned, ethical decisions.” (Learner Profile, 2013)

Philosophy

All members of the ISZL community see academic honesty as a promotion of personal integrity and good practice in learning and assessment. In addition, the IB defines academic honesty as “making knowledge, understanding and thinking transparent” (From Principles, 2014), ISZL students understand the concept of academic honesty in order to ensure that the work they produce is authentic. An authentic piece of work is one that is “based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged.” (Academic Honesty, 2011).

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.

Definitions

1. 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.

ESSENTIAL AGREEMENT

All members of the ISZL community are using the APA (American Psychological Association) style for referencing and citing work where appropriate.

Responsibilities

Primary School

Student

Students are expected to:

  • Be active participants in conversations and learning engagements around academic honesty
  • Take on increasing responsibility for showing academic honesty in their learning as they move through the primary school
  • Explicitly acknowledge the use of others’ work (text, pictures, etc.) with increasing formality (grades 2-5)
  • Be principled learners and show integrity in all contexts
Teacher

In the Primary School, academic honesty is supported by the essential elements of the PYP framework, in particular the skills, attitudes and learner profile attributes. Teachers are expected to:

  • Facilitate ongoing conversations around the attributes of the learner profile (principled, inquirers, reflective) and attitudes (integrity, respect)
  • Plan specific learning engagements around the attributes of the learner profile (principled, inquirers, reflective) and attitudes (integrity, respect)
  • Increase students’ awareness of academic honesty through the development of thinking skills (synthesis, analysis, evaluation) and research skills (collecting, organising and interpreting data and presenting research findings)
Parent

Parents are expected to:

  • Show an awareness of the need for their children to acknowledge the work of others when researching and sharing their learning
  • Support children by having conversations about the need to be principled and honest learners in all contexts

Middle and High School

Student

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.
Teacher

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).
Parent

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
School

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

Procedures – reporting, recording and monitoring

Zug PYP Procedures

In situations where the teacher has doubts about the authenticity of a student’s work they will talk with the student about the origin of the information, image, etc. and ask them to explain the process that they have worked through. The teacher will explicitly point out the instances spotted as an opportunity for learning, as a teachable moment. The teacher and student will explore together and model what being academically honest would look like for the situation in question.

The teacher will then monitor and continue to work with the student to ensure that they understand what academic honesty is and how they can follow the guidelines to achieve this in future. They may also seek support from the Teacher Librarian and Educational Technology coach to support with furthering the student’s understanding, where appropriate.

Zug MYP Procedures

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.

Where acts of academic dishonesty are found, teachers will follow the procedures as outlined in the ISZL Code of Conduct. Each case of academic dishonesty will be dealt with on an individual basis according to this code.

Riverside Campus Procedures

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.

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. (Please see the ISZL Code of Conduct.)

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.

References

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_...

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