Academic integrity policy
Academic integrity policy
Published October 2019
Updated March 2023
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Academic integrity policy
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Introduction
Purpose of this policy
Scope of this policy
A principled approach to academic integrity
What is academic integrity?
Why do we need academic integrity?
Expectations and responsibilities of the school community
The school leadership team
Programme coordinators
10
Teaching and non-teaching staff
12
Students
14
Parents and legal guardians
16
Investigating school maladministration or student academic misconduct
18
Overview
18
School maladministration
19
Student academic misconduct
22
Appendices
26
Appendix 1: School maladministration
26
Appendix 2: Student academic misconduct
30
Appendix 3: Plagiarism
45
Appendix 4: Statement templates for investigations
47
Appendix 5: Making academic integrity a school priority
48
Appendix 6: Guidance on the use of artificial intelligence tools
53
Updates to the publication
56
Contents
Academic integrity policy
As part of the IB’s educational goal to award reliable, fair and recognized outcomes to our students through
valid assessments, this policy has been created to ensure a common understanding of the IB’s academic
integrity principle. Results cannot be fair if some students have had an unreasonable advantage over
others.
Academic integrity is a responsibility of the whole IB community. By making the IB’s commitment to
academic integrity transparent, this document outlines the responsibilities and expectations of different
stakeholders across the IB community. This policy also documents how the IB manages incidents of student
academic misconduct and school maladministration cases, ensuring confidence is maintained among
students, parents, schools and other stakeholders in the value and credibility of IB grades.
This policy document explains:
•
the academic integrity principle that will be observed by the IB and expected of all its stakeholders
•
the expectations and responsibilities of the different groups of stakeholders in upholding the IB’s
principle of academic integrity
•
the terminology used by the IB regarding academic integrity, student academic misconduct and
school maladministration
•
how the IB deals with student academic misconduct and school maladministration
•
good practice in embodying teaching and learning in a culture of academic integrity
•
good practice for schools in their own academic integrity approaches and culture
•
the broad definitions of terms to allow conversations about academic integrity at school level.
Introduction
Purpose of this policy
Academic integrity policy
This policy applies to and should be read by:
•
all IB World School leadership teams, administrators and the wider community responsible for creating
and implementing the academic integrity policy
•
all IB World School members of staff responsible for the teaching and preparation of work submitted
to the IB for assessment
•
all IB World School members of staff responsible for the delivery of IB examinations
•
all students going through assessment and submitting work to the IB
•
parents and legal guardians of IB students going through assessment
•
all IB members of staff responsible for the design of curriculum content, and the creation and delivery
of IB examinations
•
all IB members of staff responsible for all support tasks within IB World Schools.
Introduction
Scope of this policy
Academic integrity policy
Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby
others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in
the production of legitimate, authentic and honest scholarly work.
Academic integrity goes beyond a definition and a well-structured school policy; it should also be part of an
“ethical culture” of any educational institution, be that a primary school or a university. It is an obligation
that must be embraced and fostered by the entire school community, so students continue their future life,
whether in higher education or in the workplace, in strict adherence to this principle.
Fostering an academic integrity culture, and a personal positive attitude towards it, requires the design of a
school strategy that combines policies and good academic practice, while understanding the fundamental
dimension it has in the authentic construction of meaning and learning in all IB programmes.
The guiding principle of academic integrity can be seen as built up from a number of simpler concepts in
education, that can start early during the Primary Years Programme (PYP), be reinforced during the Middle
Years Programme (MYP) and cemented later through the Diploma Programme (DP) and Career-related
Programme (CP). Expectations should be clearly communicated and modelled at an age-appropriate level
so that all IB students understand:
•
their responsibility for producing authentic and genuine individual and group work
•
how to correctly attribute sources, acknowledging the work and ideas of others
•
the responsible use of information technology and social media
•
how to observe and adhere to ethical and honest practice during examinations.
Educators supporting IB students in their learning should understand their own central role in developing
the approaches to learning and reinforce the principle of academic integrity through all teaching, learning
and assessment practices.
Key terms
These are some key terms that are used in this publication.
Academic integrity
Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby
others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in
the production of legitimate, authentic and honest scholarly work.
School maladministration
The IB defines school maladministration as an action by an IB World School or an individual associated with
an IB World School that infringes IB rules and regulations, and potentially threatens the integrity of IB
examinations and assessments. It can happen before, during or after the completion of an assessment
component or completion of an examination.
Student academic misconduct
The IB defines student academic misconduct as deliberate or inadvertent behaviour that has the potential
to result in the student, or anyone else, gaining an unfair advantage in one or more components of
assessment.
Behaviour that may disadvantage another student is also regarded as academic misconduct. It also includes
any act that potentially threatens the integrity of IB examinations and assessments that happens before,
during or after the completion of the assessment or examination, paper-based or on-screen. This includes
behaviour in school, out of school and online.
A principled approach to academic integrity
What is academic integrity?
Academic integrity policy
Unprecedented or extraordinary incidents
Student academic misconduct or school maladministration incidents that are outside the IB’s usual
procedures and/or experience.
Balance of probabilities approach
“Balance of probability” means that the decision-maker(s) with appropriate subject-matter expertise is
satisfied an event or account is more likely than not to have occurred. It is used when deciding on a penalty
for an alleged case of student academic misconduct or school maladministration where evidence beyond
reasonable doubt is not available.
Conflict of interest
This occurs where an individual’s ability to exercise judgement or act in one role is, or could be, impaired or
otherwise influenced by their involvement in another role or relationship. The individual does not need to
exploit their position or obtain an actual benefit, financial or otherwise, a potential for competing interests
and/or a perception of impaired judgement or undue influence can also be a conflict of interest.
What is academic integrity?
Academic integrity policy
During the learning journey, students need support in understanding that academic integrity is
fundamental in their development into responsible and caring world citizens of the future. By supporting
learners, a culture of self-respect and respect for others can be nurtured and developed.
The key educational reasons to take such a strong line on academic integrity are the following.
To maintain fairness. IB assessments can only be fair if all students are provided with an equal
opportunity; and to be valid, they need to provide an accurate reflection of a student’s achievement. Any
act that undermines this fairness by students engaging in academic misconduct or schools committing
maladministration will create a disadvantage for those who have complied with the rules. For more
information see Assessment principles and practices—Quality assessments in a digital age.
To maintain trust and credibility. Trust in academic qualifications is fundamental. When a student or a
school contravene the principle of academic integrity, that trust pact is broken with the IB as an awarding
body accountable for the validity of the assessment process.
To develop respect for others. Students who understand how knowledge is built will understand that it is
acceptable to use the ideas, words or work of others. However, following good academic practice it is
expected that information is appropriately acknowledged. For more information about IB expectations
regarding citing and referencing, please see Effective citing and referencing.
Creating and maintaining a culture of academic
integrity
Expectations
An education system can be considered effective if its recipients learn and develop the skills needed to face
life beyond the classroom. In order to serve the needs of universities and employers, that learning must be
subject to assessment.
Assessments can only be trusted and recognized by organizations if they are a true and genuine reflection
of the personal level of achievement of a student and are carried out legitimately, under equal and
comparable conditions. This requires a “level playing field” where educational institutions create and foster
academic integrity as an irrevocable principle.
If the assessment process is distorted by dishonest acts, the validity of the entire learning process is
threatened. Schools should therefore do their utmost to promote academic integrity and ensure that all
members of the community support the principle of academic integrity.
Regardless of whether an act of student academic misconduct or school maladministration is intentional or
accidental, the damage caused by these incidents creates real barriers to the teaching and learning process,
resulting in students not achieving their desired outcome. Further, a feeling of distrust and discontent can
develop among members of the school community and other end-users of the endorsed grades or
qualifications who may lose the confidence that the school promotes and embraces academic integrity.
Subsequently, the reputation of the school can suffer negatively, as well as affecting the validity of the
obtained grades or qualifications awarded to students.
Responsibilities for academic integrity
Maintaining academic integrity is a shared responsibility between the IB and IB World Schools. The IB needs
to trust schools to complete due diligence and schools need to trust the IB to take its responsibility
seriously in the interests of all their students. All stakeholders involved in IB education must meet the
A principled approach to academic integrity
Why do we need academic integrity?
Academic integrity policy
expectations and do what is required to embrace, promote and maintain academic integrity to ensure a fair
and genuine assessment process.
The IB and IB World Schools are partners in maintaining the reliability of the well-respected grades awarded
by the IB and which are used by students to advance into further education and employment. Therefore, IB
grades must be trusted by other educational institutions and employers. The IB is committed to protecting
its reputation while maintaining the validity of its grades and awards.
Acts of student academic misconduct and school maladministration misrepresent student’s achievements,
but also disadvantage students and schools that are completing the assessment process with integrity.
These practices completely undermine the credibility and trust that educational institutions or employers
should have on IB grades.
Responsibilities of the IB
As part of an organization-wide stance on academic integrity, the IB takes steps to ensure that:
•
schools receive authorization as IB World Schools only when they understand the expectations of what
an IB education entails and are able to deliver its programmes to the highest of standards
•
IB World Schools submit assessment materials that their students have completed with integrity and
according to well-established criteria
•
curriculum reviews consider academic integrity when redesigning assessment tools to prevent
students and schools from gaining an unfair advantage while providing fair and meaningful
assessment opportunities for all students who follow the rules
•
subject guidelines are sufficiently explicit in what is expected of the teachers and students so they can
complete the various assessment components with integrity
•
all professional development workshops for teachers, school administrators and programme
coordinators cover the topic of academic integrity in a comprehensive manner so that expectations
are clear for all
•
the creation, editing, printing and distribution of examination papers are carried out according to
highly recognized international standards to minimize the opportunities for examination security
breaches
•
secure storage policies designed by the IB are rigorously followed by IB World Schools to minimize the
risk of students, or other interested persons, gaining access to those materials
•
experienced and properly trained IB educators perform unannounced inspections of schools that are
conducting IB examinations to verify and check on compliance
•
student work is subject to quality assurance checks to confirm it does not have plagiarized content or
evidence of student collusion
•
it detects and manages cases of academic misconduct by students or maladministration by IB World
Schools following fair, thorough and transparent investigation procedures.
Why do we need academic integrity?
Academic integrity policy
Expectations
Academic integrity must be part of the teaching and learning process and an aspiration of the entire school
community. Maintaining such a fostering environment where academic integrity is understood and
adhered to is a key accountability of the school leadership team. It should inspire all members of the
community to uphold the values of respect and trust where everybody assumes an equal responsibility to
uphold this principle.
A common understanding of what academic integrity means is one of the most significant tasks a school
leadership must ensure; any new member of staff and all students should start with a shared understanding
and have an informed dialogue about the benefits of honest learning for the entire community.
Creating and maintaining an academic integrity culture requires a school-wide strategy to take into
account the following key elements.
•
The academic integrity policy.
•
The teachers delivering IB programmes.
•
The designated team or person responsible for academic integrity.
•
The wider community such as students and their parents or legal guardians.
Embedding the policy into the school structure
An effective academic integrity policy should be a school-wide endeavour, offering a commitment to
maintain an ethical culture; not just a list of rules and penalties or simply an administrative requirement to
meet the expectations to become an IB World School. The school community must embed academic
integrity at the heart of its strategy and appreciate the value it will bring to students for their learning and
future endeavours.
Approaching academic integrity as a standalone issue will mean less chance of it being adopted by the
school community. To achieve a lasting effect, the academic integrity policy should be holistic in nature,
with long-term objectives and a consideration of how a successful strategy will impact the different
members of the school community.
Schools should attempt to understand the context of rule breaches rather than simply adopting a stance of
punishment and penalties. It is advisable to consider factors such as the learning environment, the
relationships between the students and the previous pedagogical experiences of the students.
Emphasizing the policy from the exclusive angle of penalties will have a limited impact if the students fail to
contextualize the objective of the policy, do not understand what constitutes unacceptable behaviour, or
do not have the skills needed to be able to meet the required expectations.
It is important to implement an awareness campaign and schedule activities to reinforce the required skills,
reaching not only students, but also their parents or legal guardians.
If students seem disinterested in the topic of academic integrity or misconduct, the number of incidents
remain the same or increase, the school should review its current policy strategy. It is possible that the
policy is poorly communicated and students do not understand the context or associated benefits.
For more details about developing, implementing and reviewing an academic integrity policy please refer
to “Appendix 5”.
Expectations and responsibilities of the school community
The school leadership team
Academic integrity policy
Issuing guidance for teachers
The school’s leadership team must ensure that all teachers have the same level of understanding of
academic integrity as a first step in ensuring their engagement and commitment. Differences in
understanding could lead to inconsistencies in the teaching strategies and unwanted repercussions for the
students. It is therefore important to conduct an evaluation when a new teacher joins the school and offer
them sufficient training opportunities. This is an area that should be promoted as an integral part of the
professional development of all teachers.
Previous resolved cases of academic misconduct, if available, should be communicated and used as
examples when developing teacher training. If teachers ignore past cases, or perceive reporting them as
associated with unnecessary work and annoyance, they may be inclined to avoid doing so to prevent
resentment on the part of their students in the future.
Teachers should be given guidance and support on when to take the necessary actions if confronted by a
case of academic misconduct, otherwise the school’s goal of promoting an academic integrity culture can
be negatively impacted. For the whole system to work, it is essential that teachers see those responsible for
academic integrity at leadership level as reliable members of staff with a clear vision, strategy and direction;
able to take decisions that are fair, transparent and consistent.
Activities at classroom level should be developed according to a well-defined strategy. This will eliminate
inconsistencies in the application of the rules and consequences for incidents of academic misconduct and
subsequently ensure a clear message for students.
Guidelines for a designated team or person responsible for
academic integrity
It is advised that schools have an administrative team, or a designated member of staff, responsible for
supporting teachers in the reporting and investigation of student academic misconduct or
maladministration cases.
Any designated person or team in charge must be properly trained and familiar with the topic. Their main
tasks will be to provide advice specific to the nature of the incident and the subject affected, and
recommend the appropriate penalty in line with internal school policy. They should also support the
administrative process and maintain any files and documents associated with each case for future reference
and precedents.
The designated person or team can also be responsible for training the teaching staff and students, offering
workshops, designing support materials and establishing the appropriate strategy for students and/or
teachers who need additional support to understand the requirements of academic integrity.
Communicating the principles of academic integrity to parents and
legal guardians
A lack of knowledge and understanding of what constitutes academic misconduct or school
maladministration can be a common factor in reported cases. To prevent this and clearly establish the
expectations of all school community members, it is necessary to create and maintain open communication
channels with parents and legal guardians of IB students.
The school administration must provide timely information about:
•
what constitutes good academic practice and ethical behaviour
•
resources the school has available to support students’ learning and understanding in this area
•
definitions of different types of student academic misconduct and school maladministration
•
the investigation protocols that the school and/or the IB will observe when an incident of student
academic misconduct or school maladministration is identified
•
the sanctions or actions that the school and/or the IB will apply if it is confirmed that an infringement
to the regulations occurred or the expectations of the school or the IB are not met.
Prevention should always be a preferred strategy for the school, and maintaining a clear and open
communication with students and their parents or legal guardians will help all parties understand what is
The school leadership team
Academic integrity policy
required to adhere to the academic integrity policy. The objective should be that students assume their
responsibilities and commit themselves to complete all their work honestly and without having
unauthorized assistance, for example by a third party, and that parents and legal guardians understand and
accept those expectations.
Responsibilities
The IB is independent from schools and does not provide teaching services to students. IB World Schools
are responsible for the implementation of IB programmes and quality of teaching, regardless of whether
courses are provided solely in the classroom or by means of a combination of classroom-based courses and
online courses offered by an IB-approved online course provider.
IB World Schools that have been authorized to offer IB programmes commit to comply with all regulations
and expectations as set within IB publications that govern the administration of the relevant IB
programmes, including but not limited to the following.
•
Programme standards and practices
•
Rules for IB World Schools
•
Middle Years Programme Assessment procedures, Diploma Programme Assessment procedures and
Career-related Programme Assessment procedures (updated annually)
•
MYP, DP and CP subject guides*
•
Secure storage of confidential IB examinations material booklet (updated annually)
•
The conduct of IB Middle Years Programme on-screen examinations
•
Conduct of examinations booklet (updated annually)
*Note that subject guides are not available for PYP due to the nature of the programme.
IB World Schools must adhere to all IB requirements to prevent student academic misconduct and school
maladministration; school administrators and teaching staff are expected to support the school in meeting
the IB requirements. They are also responsible for adhering to the rules and regulations outlined in the
above publications, ensuring that examinations and assessments are conducted according to the expected
guidelines.
Focusing on processes for managing academic integrity incidents that are student and/or school staff
related, IB World Schools are responsible for:
•
having an academic integrity policy, with scheduled plans for reviews and updates
•
teaching students about academic integrity from the start of their education
•
ensuring that teachers, support staff, students and parents and legal guardians have a common
understanding of the IB’s expectations with regard to academic integrity. This includes what
constitutes student academic misconduct and school maladministration, and the possible
consequences.
•
ensuring that students are held accountable, according to the school’s own policies, when involved in
an academic misconduct incident
•
ensuring that teachers and school administrators are held accountable, according to the school’s own
policies, when involved in a maladministration incident
•
immediately notifying the IB of any breach in the procedure for the secure storage of IB examination
materials or the conduct of the examinations, in accordance with the procedures described in
programme-relevant documents
•
supporting the IB in any investigation into possible student academic misconduct and/or possible
school maladministration, following guidance provided by the IB.
The school leadership team
Academic integrity policy
Expectations
Programme coordinators hold an essential role and must understand that the principle of academic
integrity is fundamental to the educational philosophy of the IB. They should act as role models and must
always exhibit honest, ethical and responsible behaviour.
Programme coordinators must maintain a pedagogical leadership and are responsible for ensuring that all
teaching and learning activities are carried out in accordance with the rules, policies and guidelines
stipulated by the IB. They must also ensure that all staff involved in the delivery of IB programmes, including
teachers, teaching assistants, special education coordinators, counsellors, librarians and laboratory
assistants, receive adequate training so that students have the best educational experience possible.
An important expectation of the coordinator's role is to organize meetings with teachers, students and their
parents or legal guardians to explain the academic integrity policy and respond to any questions that may
arise. All members of the school community should read and understand the expectations of the school
and the IB regarding academic integrity; therefore, all the necessary policy and regulatory documents
should be easily accessible to everyone, preferably available on the school’s website.
As a pedagogical leader, the coordinator must ensure that the subject guides and all rules and regulations
are strictly followed and that the IB regulations are applied consistently and fairly. In collaboration with
teachers, the coordinator must take responsibility for ensuring that class schedules and calendars are
appropriate, allowing students to realistically meet the demands of the programme and course of studies.
Coordinators and teachers are expected to design and develop classroom activities and educational
strategies to support all students, who must receive the time and opportunity to learn the skills necessary
for overcoming any challenges of the programme.
Programme coordinators must avoid conflicts of interest, apparent or real, and acts that may constitute
maladministration. Coordinators are also expected to act decisively when an incident of academic
misconduct or maladministration occurs, which must be reported immediately to the school’s leadership
and the IB, as appropriate.
Responsibilities
The programme coordinators are responsible for maintaining an overall supervision of all activities related
to the teaching and learning process at the school. As pedagogical leaders, they must maintain an excellent
communication with the team of teachers, with the students and their parents or legal guardians.
The coordinators must also manage the necessary resources with the school leadership team to ensure that
the teachers receive the training specified by the IB and that the other resources required for teaching, for
example library, laboratories and computer equipment, receive sufficient budget.
To facilitate the tasks of those involved in IB programmes, the coordinators must ensure that all regulations,
policies and subject guides are easily located both in printed format in the library and electronic in the
school's web portal.
Focusing on processes for managing academic integrity incidents, programme coordinators must support
all the tasks listed in “Responsibilities” in the "The school leadership team" section and are also responsible
for:
•
ensuring that all school and IB policies are applied fairly and consistently
•
ensuring compliance with secure storage of confidential IB material policy and the conduct of IB
examinations
Expectations and responsibilities of the school community
Programme coordinators
10
Academic integrity policy
•
ensuring that teachers, students and parents and legal guardians have a copy of, read and understand
the school’s academic integrity policy and the programme-relevant IB regulations
•
reporting suspected instances of student academic misconduct and school maladministration to the
school administration and/or the IB
•
supervising all activities related to the investigation of student academic misconduct and school
maladministration cases according to the school and/or IB policy.
Programme coordinators
11
Academic integrity policy
Expectations
Teachers are the main agents of academic integrity in the classroom and their role is as important as that of
the programme coordinators. They must therefore have the same level of understanding of the
expectations of the school’s academic integrity policy and IB expectations. Teachers should be aware that
their conduct sets an important example to students. Actions that exhibit infringements to the academic
integrity policy, such as plagiarism, may lead students to believe that rules are irrelevant with severe
consequences for their assessment. See “Appendix 3” for more information.
Subject guidelines, rules and regulations should be fully adhered to by teachers, particularly regarding the
level of teacher support that is deemed acceptable when supporting students. Teachers must understand
that students are expected to produce work autonomously and should not receive additional help, such as
multiple edits of a piece of work.
Teachers should not view a lack of academic integrity on the part of a student as only a behavioural
problem, where students are perceived as the offenders. It may also highlight an issue with an aspect of the
teaching and learning process and teachers must therefore maintain a balance when they address the issue
of academic integrity. It should not be forgotten that students will have different objectives about what
they want to achieve with their education. Teachers should emphasize that the purpose of education is not
only the attainment of high grades, but to acquire knowledge and develop skills for the future.
Teachers need to evaluate the views and conduct of students in regard to academic integrity, including any
deficiencies, before developing an appropriate plan to address the topic. It may also be valuable to consider
the reasons why students engage in acts of academic misconduct, such as:
•
unintended acts caused by ignorance or lack of understanding of the expectations to create authentic
work
•
not understanding the IB’s rules and regulations
•
not understanding the consequences of their actions
•
lack of training in the required skills, for example, on how to reference
•
poor time management
•
the trivialization of academic misconduct incidents
•
poor satisfaction with their teachers and assessment tools
•
lack of punishment for those who engage in academic misconduct
•
the ease with which information is obtained on the internet and the general belief that the
information available there belongs to all and can be used without the need to reference it
•
the easy access to support services, such as writing or tutoring services
•
the pressure to be successful in their studies and achieve excellent results
•
inconsistent messages, instructions and training received from teachers as to what constitutes
academic misconduct.
It is advisable that shortcomings on the part of students are not punished immediately. It is preferable to
generate a supportive environment that allows students to learn while developing the required skills and
understanding of good academic practice. Given that students have the opportunity to simultaneously
learn and practise, they will be better equipped to grasp the significance of academic integrity.
The topic of academic integrity must be a point of convergence in the curricular design, commencing with
the inclusion of the topic at the beginning of the studies and continuing with it, providing contextualized
examples as students’ studies develop. This will allow students to use these opportunities as building
Expectations and responsibilities of the school community
Teaching and non-teaching staff
12
Academic integrity policy
blocks and have the necessary foundations when they progress into further education or professional
endeavours.
Assessment tools such as tests, projects, assignments, essays, reports and quizzes, can also be used as
instruments to reinforce the topic of academic integrity as they provide an opportunity to give feedback
and also allow the identification of deficiencies as weak areas that need improvement, rather than incidents
that require penalization.
To support students’ engagement with the school strategy on academic integrity, teachers can consider, in
a mutually agreed manner, classroom strategies on teaching-learning activities that focus on prevention
and mitigation of academic misconduct incidents while also ensuring a standardized understanding of
regulations and expectations across the teaching body. Teachers must carry out activities that increase the
acceptance of students and offer the ethical vision that every educational system must possess. In this way,
students will understand and accept the reasons why it is important to have such a stance, which in turn
will allow them to be advocates of a culture of integrity.
Declaring conflict of interest, apparent or real, is also expected from teachers, as well as their support in all
activities that the school undertakes to define the policy of academic integrity and ensure its distribution.
When an incident arises that represents a form of student academic misconduct or school
maladministration, teachers must act accordingly and report the incident to the relevant member of staff or
the school administration.
Responsibilities
Teachers should have an extensive understanding of the requirements for teaching IB subjects regardless of
the programme and should receive the necessary support from the school to attend IB-designed
professional development workshops.
With a detailed knowledge of the regulations, policies and subject guides teachers will be able to offer
adequate and fair support to their students, while they develop a conscientious and responsible attitude to
their learning process, allowing them to understand the ethical implications of all scholarly work.
Students need time and support to gradually develop, for example, the technical skills to correctly
reference a piece of work, how to produce genuine and authentic work or how to conduct research in a
responsible and ethical manner. By creating a supportive environment, teachers can ensure that their
students are properly prepared to complete their education and meet the assessment requirements of the
IB.
Focusing on processes for managing academic integrity incidents, IB teachers must support their school
and programme coordinators and are also responsible for:
•
ensuring that students have a full understanding of the expectations and guidelines of all subjects
•
ensuring that students understand what constitutes academic misconduct and its possible
consequences
•
planning a manageable workload so students can allocate time effectively to produce work according
to IB expectations
•
giving feedback and ensuring students are not provided with multiple rounds of editing, which would
be contrary to instructions described in the relevant subject guides
•
ensuring that all student work is appropriately labelled and saved to avoid any error when submitting
assessment to the IB
•
developing a plan to cross-reference work across multiple groups of students when they are preparing
to submit final pieces of work for assessment in order to prevent collusion
•
keeping electronic copies of students’ past work for three years in case a plagiarism check is required
•
responding to student academic misconduct and supporting the school’s and IB’s investigations
•
responding to school maladministration and supporting the school’s and IB’s investigations.
Teaching and non-teaching staff
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Academic integrity policy
Expectations
All IB community members, including students, should aim to achieve and develop the IB learner profile
attributes. From a young age, IB students are expected to be able to distinguish between what is right and
what is wrong. In the context of academic integrity, one of the most important attributes is to be
"principled" and all students participating in IB programmes are expected to act honestly, responsibly and
ethically.
To achieve this, students regardless of age, need support from the entire school community; specifically,
from the programme coordinator and their teachers, but also from their parents or legal guardians. A
supportive environment will encourage students to understand the importance of academic integrity and
the role that this principle has in IB education.
Appropriate to their age, students should receive support to learn how to act if they witness an incident
that goes against this principle; for example, they should know who to refer to if they have doubts
concerning academic integrity.
When completing school work, students must also adhere to the subject guidelines, rules and regulations,
always acknowledging the sources of information that were used and the help they have received from
third parties during the process. In collaborative projects, they must exhibit a balanced behaviour
recognizing the collaboration of other team members and granting fair recognition to their own
participation.
The IB encourages students to develop friendships with those from other cultures and other parts of the
world as part of being a global citizen. However, this global approach must not undermine the principles of
academic integrity. Students should be aware of the international nature of their associations and
recognize that they need to behave according to the principles of academic integrity while using social
media. This means, for example, adhering to the 24-hour rule regarding discussing examination content
with people who are in different locations around the world as well as in the same physical classroom.
When students understand the role that they have in the process of their own learning, they can also
understand that they are responsible for the production of work submitted for assessment and that all
completed examination papers must reflect their own authentic and genuine work. This is the only way
students can receive a grade that is fair and reflects their effort.
Plagiarism is the most common form of student academic misconduct. For more information on plagiarism,
see “Appendix 3”.
Students that engage in practices contrary to the IB’s academic integrity principle are not only missing the
opportunity to understand and accept their own strengths and weaknesses, but are also disadvantaging
those students who complete assessment honestly and fairly.
Responsibilities
The IB’s mission statement is clear about the active role students have in their own learning. Students are
not just recipients of content, but are also expected to create content and complete assessments that are
authentic and genuine, and a true reflection of their personal level of achievement.
It is expected that all IB students, regardless of the programme, understand and accept the principle of
academic integrity and face the challenges associated with it. This is not a task that students can face in
isolation, they must have the support of their teachers and the school.
In an age-appropriate format, schools and teachers are expected to present IB students with policies and
rules so they understand the school’s stance towards academic integrity from the outset. Once students
Expectations and responsibilities of the school community
Students
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Academic integrity policy