academic integrity - ecole ruban vert · 2020-02-12 · academic integrity in the ib educational...

ACADEMIC INTEGRITY

Academic integrity Date: February 2019

Author(s): IBDP Coordinator Next revision: February 2022

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TABLE OF CONTENTS VISION 3

MISSION 3

VALUES 3

OVERVIEW 6

DEFINITIONS CONCERNING ACADEMIC INTEGRITY 7

PROMOTING ACADEMIC INTEGRITY 7

Externally assessed IBDP assessment tasks 8

ROLES AND RESPONSIBILITIES 9

The programme coordinators 9

The Teacher 9

The Student 10

APPENDIX 11

Examples/Scenarios 11



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VISION

To provide a legacy in education which promotes qualities of open-mindedness, tolerance and respect for others, which will provide a best practice model for the future of students from all nations in Gabon.

MISSION To become Africa’s most enterprising school, focusing on sustainability and innovation to play a significant role in Gabon’s and in Africa’s education.

VALUES EXCELLENCE

We strive for excellence in every aspect of life: in human relations, in one’s abilities and expectations.

RESPECT

We respect ourselves, our environment, and each other.

VIRTUES

We value truth and integrity, tolerance, integrity and responsibility.



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Vision Transmettre un héritage dans le domaine de l’éducation qui valorise les qualités d'ouverture d'esprit, de tolérance et du respect de l'autre, offrant ainsi un modèle de pratiques exemplaires pour l'avenir de tous les élèves vivant au Gabon, quel que soit leur pays d'origine. Mission Devenir l’école la plus dynamique d’Afrique, mettant l'accent sur la pérennité et l’innovation, afin de jouer un rôle important dans l’éducation au Gabon et dans toute l'Afrique. Valeurs EXCELLENCE Dans tous les aspects de la vie : dans les relations humaines, dans les aptitudes personnelles et les attentes. RESPECT Le respect envers nous-mêmes, envers les autres et notre environnement. VERTUS Nous valorisons la vérité et l’honnêteté, la tolérance, l’intégrité et la responsabilité.



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OVERVIEW IB learners strive to be “principled” (IB learner profile -revised version August 2013. Academic integrity is defined by the International Baccalaureate Organisation as ‘a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment’ (Academic integrity, IBO, 2007. Page 2) The International School of Gabon Ruban Vert teaches, supports and promotes academic integrity by all students. For example, students are taught note-making and drafting skills, the use of bibliographic referencing and the practice of integrity in their work. Teaching and learning promotes the understanding and practice of academic integrity. (Programme standards and practices (2014) , Standard C3 - 4) ERV places great value on respect and virtues promoting personal integrity and academic honesty. This integrity plays a significant part in our curriculum and we foster the traits outlined in the IB Learner profile throughout the Secondary curriculum. Respecting oneself is a clear statement in our Vision, Mission and Virtues. The uniform (universal) resource locator (URL) must be quoted for all items used in research (the date on which the site was accessed must also be included). This includes all electronic date e.g. maps, pictures, graphs, sound clips etc. It is important that the domains of intellectual property (creations of the mind) and the importance of authentic authorship are recognised. Teachers and students share responsibility for developing the correct writing conventions of acknowledging sources from books, newspapers and the internet.



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I. DEFINITIONS CONCERNING ACADEMIC INTEGRITY ➢ Plagiarism: this is defined as the representation, intentionally or

unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment.

➢ Collusion: this is defined as supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another

➢ Duplication of work: this is defined as the presentation of the same work for different assessment components

➢ any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (Based on Academic integrity, IBO, 2007. Page 3)

II. PROMOTING ACADEMIC INTEGRITY

Students will develop skills to encourage them to be responsible in their learning.

Learning opportunities are missed if integrity is compromised, and students must apply integrity to all aspects of their growth. We encourage students to understand and respect intellectual property, copyright, authenticity, showing proper conduct during examinations.

Promoting good practice and avoiding malpractice is the responsibility of the ERV learning community. Malpractice is defined as gaining an unfair advantage by not adhering to academic integrity in the areas of plagiarism, collusion, duplication of work, paraphrasing, fabrication of data, disregarding the examination code of conduct and inappropriate disclosure of information to other students.



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Externally assessed IBDP assessment tasks If any part or whole of the student’s work is suspected of not being authentic, that work must not be submitted to the IBO as authentic work. One of the following courses of action may be followed: ➢ If misconduct is identified prior to the formal submission date to the

school but prior to submission to the IB, then the work will be required to be revised and resubmitted in time to meet the formal assessment due date. If the student fails to resubmit by the formal date, a Non-Submission will be recorded.

➢ If misconduct is detected, once the assessment has been formally submitted on the due date and confirmed following investigation, a Non-Submission will be recorded on the appropriate mark sheet and no grade will be awarded for the subject concerned. This may seriously impact on the student’s eligibility for the Diploma under IB rules.

➢ If teachers detect misconduct after work has been formally submitted and accepted for assessment to the IB, the IB must be informed. The IB Diploma or a Certificate may be withdrawn from a candidate at any time if misconduct is subsequently established.



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III. ROLES AND RESPONSIBILITIES

A. The programme coordinators ➢ Understand what constitutes academic integrity and an authentic piece of

work. ➢ Know the consequences of being found guilty of misconduct. ➢ Establish a school culture that actively encourages academic integrity. ➢ Support the IBO fully in the prevention, detection and investigation of

misconduct. ➢ Understand additional responsibilities in the event of a candidate being

investigated for misconduct. ➢ Make students aware of their responsibilities regarding Academic

integrity. ➢ Explain the Academic integrity policy to parents at workshops. ➢ Give students the “Academic integrity in the Diploma Programme, ➢ Show and consistently remind DP teachers to use the internal “DP

Authenticity of Work Form” which students sign when submitting work.

B. The Teacher ➢ The DP Coordinator will share the DP Academic integrity Student Guide

with teachers, students and parents. Teachers will reinforce the guide throughout the course.

➢ The DP Coordinator will explain the DP Academic integrity Student Guide to parents at workshops and students

➢ Provide instruction and scaffolding necessary for students to use ethical research practices including opportunities for feedback via the drafting process.

➢ Provide students with consistent advice on good academic practice whenever necessary.

➢ Support the school’s Academic integrity Policy and complies with the adopted convention (APA) for citing and acknowledging sources.

➢ Confirm, to the best of his or her knowledge, all students’ work accepted or submitted for assessment is the authentic work of the student.

➢ Provide students with clear guidelines on academic writing and referencing styles required in each subject.



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➢ Provide clear information on assessment requirements in each Unit Outline, especially concerning aspects involving individual and/or collective assessment.

➢ Provide clear guidelines on group work, especially concerning assessment and division of tasks among group members and monitoring of group work to ensure fair assessment.

➢ Moderate samples of student work primarily for standardisation of grades but also for checking any suspicious pieces of work relating to potential misconduct.

➢ Ensure students sign the internal `DP Authenticity of Work Form` when submitting work when handing in Internal Assessment work.

➢ Run all student final drafts through TurnItIn.com as a precautionary check. Report any misconduct to the DP Coordinator.

C. The Student ➢ Have ultimate responsibility for ensuring that all work submitted for

assessment is authentic, with the work or ideas of others fully and correctly acknowledged using the APA citation system.

➢ Are responsible for complying with ERV expectations regarding meeting deadlines and absences.

➢ Should seek clarity from Teachers and Teacher Librarian during assignment process and regarding any aspect of Academic integrity guidelines.



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APPENDIX

Examples/Scenarios

Academic integrity

Date: February 2019 Author(s): IBDP Coordinator Next revision: February 2022

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The following documents were consulted in creating this policy: ➢ Diploma Programme: From Principles into Practice (2009) ➢ Academic integrity in the IB educational context (2014) ➢ Handbook of Procedures for the Diploma Programme (2016) ➢ General Regulations: Diploma Programme (2007) ➢ Ethical Practice in the Diploma Programme (2006)



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academic integrity - ecole ruban vert · 2020-02-12 · academic integrity in the ib educational...

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