Academic Honesty

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Academic Honesty

Introduction

The purpose of this policy is to describe the principles and practices for promoting

academic honesty within the Newcastle International Baccalaureate Diploma

Program and to make clear to the whole IB community the expectations and practices with regard to Academic Honesty for the NCS International Baccalaureate Diploma Program.

 

1. Philosophy

Honesty and Integrity form the cornerstone of the International Baccalaureate Diploma Program at Newcastle School and are central to the high standards by which all students should live. We believe that every student has the right to pursue an education free from the ills caused by any form of intellectual malpractice. The IB Organization defines malpractice as ―behaviour that results in, or may result in, the

candidate or any other candidate gaining an unfair advantage in one or more assessment components.

 

Further, the IB Organization defines academic honesty as ―making knowledge, understanding, and thinking transparent (Academic Honesty in the IB Educational Context, 2016). Further, academic honesty is integral to developing the qualities described in the IB Learner Profile, especially with regard to being principled. We believe that all IB stakeholders, including parents, are partners in promoting academic integrity. We place the highest possible value on authentic student work and regard honesty above timeliness and quality. Authentic student work is the standard for all forms of assessment related to the coursework of the program.

 

Mission:

 

The mission of Newcastle School is to recruit, inform and admit new, qualified students in a professional and forthright manner, while maintaining the integrity of the school, the students and their families.

 

2. Practices

Teachers: The goal of teachers is to provide opportunities for students to practice and learn how to use the work of others in support of their own work and to develop meaningful tasks that can be completed either independently or with the appropriate amount of scaffolding. They have a responsibility to teach awareness of misconduct and procedures. The expectation is that all teachers will begin the framework for the instruction of academic honesty support skills. Teachers are responsible for teaching the positive behaviours IB students will need to be able to produce work authentically. This requires the explicit instruction regarding specific conventions accepted in the discipline of their courses of instruction for

ensuring transparency, including but not limited to, critically reviewing sources, taking notes, making citations, and compiling bibliographies. Teachers have a responsibility to instruct students on investigating and evaluating the usefulness of a variety of resources, methods for incorporating and referencing those resources in oral and written work, and strategies for self-management to help students to demonstrate their work meets the formal standards for academic honesty. They are responsible for providing tools, models, and resources for students to use in this process. Teachers are responsible for clearly stating the amount and types of assistance and or collaboration allowed for student work.

 

Additionally, teachers are responsible for formatively assessing students’ understanding of the skills required for meeting academic honesty standards, thereby turning mistakes into opportunities for students to learn and grow. Teachers are best placed to verify the authenticity of student work, and this is often the

result of familiarity with the student voice, style, etc. gleaned through the scaffolding process.

 

Students: As young adults preparing for university studies or entry into the workplace, IB students enjoy the freedom and bear the responsibility of studying courses that emphasize independence and self-reliance. Therefore, it is expected that they will work carefully, honestly, and authentically. Students are responsible for ensuring that all of the work they submit is authentic and that any sources used are appropriately acknowledged. This requires the explicit learning of specific conventions for ensuring transparency accepted in the discipline of their coursework including but not limited to critically reviewing sources, taking notes, making citations, and compiling bibliographies.

 

Furthermore, students are responsible for learning how to investigate and evaluate the usefulness of a variety of resources, methods for incorporating and referencing those resources in oral and written work, and strategies for self-management to help them demonstrate that their work meets the formal standards for academic

honesty. Students are responsible for seeking clarity regarding the amount and types of assistance and or collaboration allowed for their work and adhering to those parameters. Students are given a copy of our school’s IB Honor Code at the beginning of their junior year and again at the beginning of the senior year. They are asked to review it with their parents, sign it, and return it to the IB Coordinator. Copies of the code are posted in each subject area classroom and in the IB Office as well.

 

School: The goal of the School is to provide a safe and encouraging learning environment in which students can explore ideas and make visible the development of their own thinking, thus supporting academically honest behaviours and helping to instil the values and principles behind such behaviours. The school is responsible for warning students against online ―help that appears to be offering help to IB students. The IBO clearly states, ―None of these are endorsed by the IB . . . Some sources of support may be acting in good faith, but nevertheless are offering a level of support and guidance that may not be permitted by the IB (Handbook of Procedures, 2017). The school has the responsibility of maintaining fairness and consistency with regard to the policy and its application. The school has the responsibility of providing professional development for teachers regarding academic honesty. The school has a responsibility of promoting parent awareness. The school will make available for reference the IB publication: Effective Citing and Referencing for students.

 

Parents: How can Parents share in the responsibility of promoting Academic Honesty? First, parents can encourage students to plan carefully each assignment, providing support with scheduling work, especially when there may be many assignments to be completed. Parents can seek and provide communication with the school so that they understand the requirements of the program and what is expected of students. Parents can encourage students to ask their teachers for advice if they are having difficulty. (IBO publication, Academic Policy in the Diploma Programme) What is helpful? What is not helpful?

 

Reporting, Recording, and Monitoring

The school will keep records of each situation of expected misconduct and the findings (including consequences, if any) in the office of the IB DP Coordinator. Incidents may be treated on a case-by-case basis by teachers; however, teachers are to report suspected incidents to the coordinator and keep him or her informed of any outcomes. In serious incidents, this is to be done in writing. The coordinator (along with any additional administration personnel, if needed) will monitor incidents for possible trends, including escalation. Students are to be given the opportunity to make mistakes safely and learn from them. When possible and advisable, additional instruction and support will be part of any actions and/or consequences.

 

The Rights of the Student

A student suspected of misconduct has the right to have a parent, peer, or teacher present in the discussion of the incident in question.

 

3. The Implementation, Evaluation, and Review of the Assessment Policy

Training Teachers new to the DP Program

The DP Coordinator, any course veteran(s), and new teacher(s) will meet within the first few weeks of the start of the school year in a small group or one-on-one training session following the sharing of the policy with IB Faculty.

Communication and Review of the Assessment Policy

Annually, the IB Faculty and administration will receive the latest draft from the IB Coordinator within the first few weeks of school for their review. They may email their questions and concerns to the coordinator for discussion at the first IB Faculty meeting of the school year. Changes will be made by consensus of those present at that meeting.

Annually, IB Students and their parents will receive written copies of the policy within the IB student handbook within the first month of the school year. Students and their parents will be solicited for their input for any revision(s) that may be needed. Other IB stakeholders may view the policy any time online on the school’s IB website. Questions, comments, or concerns may be emailed to the IB coordinator.

 

4. What is academic misconduct?

 Academic misconduct occurs when a student engages in any behaviour or uses any unauthorized device which gives the student an unfair advantage or represents another person’s work as his/her own.

 

Examples of these behaviours include, but are not limited to, plagiarism, collusion, fabrication, and duplication. In addition, misconduct during formal exams or assessments is also classified as academic misconduct.

 

Specific examples and scenarios for these various types of misconduct are described below. This list provides examples, but is not exhaustive in describing behaviours that are classified as academic misconduct.

 

Plagiarism: The act of representing another’s ideas or work as one’s own. Photographs, charts, tables, maps, data, illustrations, works of art, music, dance, film, and so on, must also have their source or origin referenced to avoid plagiarism. Students must give credit to original sources whenever quoting, paraphrasing, or summarizing material. For example, in Psychology, a student may fail to give proper credit to the sources of research.

 

Collusion: Supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another. For example, a student in IB History gives a student from another period his outline to turn in, pretending it is his own.

 

Fabrication: The intentional falsification or invention of any information (including information gathered from an experiment or study) or citation in an academic exercise. For example, in Math or Psychology, students might fabricate their own data to support their analysis/report. In Environmental S & S, students might intentionally create or make-up data. During labs for which students work in groups, students might falsely claim to have participated in data collection or writing the report. Another example of falsification could occur if a student misrepresents or invents a CAS project or experience.

 

Duplication: The presentation of the same work for different assessment components and/or diploma requirements. For example, submitting the same or similar work for an internal assessment as well as an extended essay is not acceptable. Another example would be a student who duplicates example works that were modelled in class or provided by IB.

 

Exam and testing behaviour:

● Copying answers

● Stealing exam papers

● Impersonating another candidate

● Disruptive behaviour during an exam

● Bringing unauthorized material to an exam including notes, non-compliant calculator, or mobile device

● Passing on exam questions or answers to other students or assisting another student by leaving answers or materials somewhere that may be used during an exam.

● Sharing exam questions or answers with other candidates within 24 hours of an exam

 

How to Avoid Plagiarism

Credit all the sources you use, even if you have paraphrased, adapted, or summarized. Make sure that information you have used is acknowledged in the body of the text and is fully listed in the bibliography (works cited, etc.) using the referencing style required by your teacher. This includes maps, charts, musical compositions, movies, computer source codes, etc. Clearly distinguish between your work and the source being used (using quotation marks, indentation, or a similar method). Make clear where the borrowed material starts and finishes.

Use a style of referencing that is appropriate for the subject.

 

Cite your sources so that readers can find them; if you cannot state the origin of the source, it is probably better not to use it.

 

All sources cited in the text must also be listed in the works cited (reference list), and all sources listed in the works cited (bibliography) must be cited in the text.

(IBO publication, Academic Policy in the Diploma Programme)

 

 

 

Teachers/Librarian's responsibilities

Newcastle school collaborates to ensure a fair environment for all our students. Our community members play a vital role on a daily basis to ensure that honesty is applied to all aspects of a student’s life at school both in and out of a classroom.

 

Teachers consistently implement Honesty. It is a concept that is consistently focused on in classwork, discussions, debates, role plays and activities on the academic side, as well as focused on everyday life incidents like illegal downloading of computer programs or photocopy of a book. Accordingly, misconduct and its procedures are also addressed.

Newcastle’s librarian is responsible for promoting academic honesty across the school. They present sessions on academic honesty and proper citation. These sessions differ according to different age groups. Newcastle’s Curriculum and Instruction, Heads of Departments and teachers collaborate to ensure that honesty is promoted in all disciplines. All subject teachers are responsible to ensure that students understand and practice how to properly paraphrase, cite and reference works in different forms such as websites, essays, papers, etc…

 

 

Things to Remember

IB students are principled and act with integrity and honesty.

IB students should be content creators not content imitators.

If you engage in any form of malpractice, you may not be eligible for a grade in the subject concerned.

Do it right; remember to cite! Credit where credit is due!

(IBO publication, Are you Completing Your IB Assignments Honestly?, 2012.)

For examples of conventions for citing and acknowledging sources, see the IB publication: Effective Citing and Referencing.

 

 

References

  1. International Baccalaureate Organization. (2011) General regulations: Diploma Programme. International Baccalaureate Organization. Cardiff,Wales.

 

  1. International Baccalaureate Organization. (2013) IB Learner Profile. IBO.

 

  1. International Baccalaureate Organization. (2014) Academic honesty in the IB educational context: Cardiff. IBO.

 

  1. International Baccalaureate Organization. (2019) Academic Integrity. Cardiff, IBO.

 

  1. International Baccalaureate Organization. (2013). MYP: From Principles into Practice (pre-publication). Cardiff: IBO

 

 

 

 

 

 

 

 

 

 

 

 

The Newcastle School

International Baccalaureate Diploma Program

Honor Code

 

I understand that the IB course of study is difficult, and while group study is both

accepted and encouraged, ethical conduct is expected at all times. Academic

violations of the Honor Code consist of the following:

 

CHEATING includes the actual giving or receiving of any unauthorized aid or assistance on any form of academic work, including homework.

PLAGIARISM includes the copying of or any representation of another’s work as one’s own.

IB Faculty are watchful for suspected violations and have tools for ascertaining breaches of academic integrity, including online resources. Please refer to the NCS IB Student Handbook as well as the school’s IB website for information regarding academic integrity and proper documentation methods. Inherent in this Code is the responsibility of an individual to come forth and report any form of violation in the Honor Code.

 

Violations of the Honor Code will be handled in accordance with the written teacher policy and considered a disciplinary matter to be generally handled as follows:

1st Offense: Parent Notification/Conference and student will receive a zero

                            for the assignment.

2nd Offense: Written reprimand and student will receive a zero for the

                            assignment and may face possible exclusion from the IB Exam in     

                            the specified subject.

3rd Offense: Recommendation for dismissal from the IB Diploma Program

 

IB actions

In addition to the above procedures, any academic misconduct on work submitted to IB for internal or external assessment will be investigated and may result in additional consequences for the student. A detailed explanation of these consequences can be found on the IB website. To summarize the procedures, if questions arise about the authenticity of a student’s work submitted to IB, an investigation will occur in which students will be allowed to make a statement about the incident. Then an IB committee will review all information about the incident before making a decision about the incident.

 

Parent signature ________________________________

Student signature _______________________________

IB Coordinator_____________________