Academic Honesty Policy
Developed and approved: December, 2012
Reviewed and approved March , 2015
Next review Academic year 2017-2018
Shool Lyceum No. 6 believes that personal and academic honesty is a fundamental part of a student’s education in ensuring the maintenance of “a safe and encouraging learning environment in which students can explore ideas and make visible the development of their own thinking will support academically honest behaviours and help to instill the values and principles that lie behind such behaviours” , which is aligned to the school’s mission.
In our expectations and practices we are guided by IB Learner Profile attributes in which academic honesty is part of being “principled” and “reflective”:
“Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.”
“Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.”
Academic honesty at School Lyceum No. 6 is viewed as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. As an International Baccalaureate school, School Lyceum No. 6 acknowledges the International Baccalaureate’s advocacy of ethical behavior as an essential part of the IB programmes implemented in the school in conducting academic research and submission of authentic work. We value the concept of intellectual property and the need to hold students accountable for the ethical use of the ideas and words of others.
The Purpose of This Document
The policy of our school is to promote academic honesty. Academic honesty is a cooperative enterprise between all teachers, students and parents. This cooperation is expected to be based on mutual respect and understanding, in a word “trust”.
Academic Honesty Policy aims to:
• ensure that the school community members work under the same understandings and create an environment that promotes academic honesty not just in academic areas, but in every aspect of daily life;
• promote academic practices and a school culture that actively encourages academic honesty;
• enable students to understand what constitutes academic honesty and dishonesty;
• explain to students consequences of academic dishonesty according to the school code of conduct;
• enable students to demonstrate the ability to distinguish their work from that of others, the maturity to give credit where it is due, accurate use of conventions and consistently reinforce good practice.
Definitions and Examples
Students are required to act in a responsible and ethical manner throughout their participation in learning and assessments at School Lyceum No. 6. In particular, candidates must avoid any form of malpractice. The IB 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.” Malpractice most commonly involves collusion or plagiarism.
Examples of malpractice include but are not confined to:
• Intentional plagiarism: representing the ideas or work of another person as one’s own;
• unintentional plagiarism: careless paraphrasing and citing of source material such that improper or misleading credit is given;.
• collusion: supporting malpractice by another student – allowing work to be copied, or submitted for assessment by someone else;.
• duplication of work: presenting the same work for different assessment components in the IB;
• other misconduct: any other behaviour that gains an unfair advantage e.g. cheating in an exam, falsifying a CAS record.
Teachers and coordinators must not engage in the following actions:
• the unauthorized rescheduling of an examination;
• failing to keep exam papers secure prior to an examination;
• providing undue assistance in the production of any work that contributes to the assessment requirements of the IB Diploma;
• leaving candidates unsupervised during an examination;
• allowing additional time in examinations without IB approval;
• releasing an examination paper, or disclosing information about the paper, within 24 hours after the examination.
Collaboration includes working in groups to achieve a shared goal and is a common form of assessment in which all members of the group are expected to participate equally. Group work may be face to face, in discussion boards, blogs and wikis for example. The protocols of acknowledging sources apply.
Permissible collaboration includes the following:
• discussion with other students regarding issues raised by the assessment;
• discussion with other students regarding means by which to address the issues raised by the assessment;
• collaborate in the location of, and sharing, sources of information relevant to the item of assessment.