IBDP Academic Honesty Policy

MODERN AMERICAN SCHOOL ‫المدرسة االمريكية الحديثة‬ International Baccalaureate Programme (IBPYP, IB MYP & IBDP) American High School Diploma Program COGNIA for Schools (AdvancED)

Academic Integrity Policy

Tel. 00962 6 5810027 - 00962 6 5816861 - Fax: 00962 6 5816860 - P.O. Box: 950553 - Amman 11195, Jordan e-mail: admin@mas.edu.jo - www.mas.edu.jo

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Table of Contents IB Mission Statement MAS Vision MAS Mission IB Learner Profile Purpose of the policy Aims Key Terms Principles and Practices for different activities to maintain academic integrity Preventative Measures Forms of academic misconduct Procedures for dealing with policy breaches The IB and AI tools Roles and Responsibilities Academic Honesty Committee Academic Integrity Policy Review Access to Academic Integrity Policy Policy Committee Members Appendix 1 Appendix 2 References

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IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people, who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage learners across the world to become active, compassionate and lifelong learners, who understand that other people, with their differences, can also be right.

MAS Vision Statement The Vision of the Modern American School in Amman is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one’s cultural identity.

MAS Mission Statement The Mission of the Modern American School is to provide learners with an engaging and challenging blended learning environment within a diverse community while focusing on international programs, catering for learners’ well-being, fostering international mindedness, and offering various opportunities and experiences that contribute to learners’ growth.

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IB learner profile The aim of all IB programmes is to develop internationally minded people who recognize their common humanity and shared guardianship of the planet and help create a better and more peaceful world. As IB learners, we strive to be: Inquirers – We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable – We develop and use conceptual understanding, exploring knowledge across various disciplines. We engage with issues and ideas that have local and global significance.

Thinkers – We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators – We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

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.

Open-minded – We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring – We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers – We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced – We understand the importance of balancing different aspects of our lives –intellectual, physical, and emotional – to achieve well-being for ourselves and others.

Reflective – We thoughtfully consider the world and our ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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Purpose of the policy The Modern American School strives to develop lifelong learners who exemplify the IB learner profile and attitudes. Approaches to learning skills are taught to underpin academic integrity in all programmes, particularly the Research skills and sub-skills of Ethical use of Media/ Information, where learners are expected to understand and apply social and ethical technology. Learners are exposed to academic integrity from Early years through Grade 12. Learners are expected to work independently and in an academically honest approach, showing confidence, independence, integrity, and being principled. Academic honesty should be modelled and explicitly taught. Teachers are encouraged to design assessments that lead learners to produce original and authentic work.

This policy clarifies our expectations regarding academic honesty practices on the part of its learners, defines the responsibilities of our staff in endorsing academic honesty, and explains the consequences of plagiarism and/or other forms of academic dishonesty. This policy has been derived from the Modern American School Code of Conduct and Principles and Guidelines in Discipline and the Jordanian Ministry of Education Discipline Policy.

Aims This policy aims to: •

Promote and foster learners’ academic and personal integrity.

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Ensure learners understand what academic honesty and academic dishonesty are.

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Guide learners through their coursework and encourage them to seek help and support from their teachers when they complete their work to avoid intentional or unintentional malpractice.

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Ensure that all learners have equitable opportunities to demonstrate accurate acknowledgment of their own studies and others’ work.

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Ensure learners acknowledge plagiarism and any other malpractice is unacceptable and will have serious consequences.

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Key terms to help understand the role of Academic honesty Intellectual property: A variety of intellectual property rights exist, including patents, registered designs, trademarks, moral rights, and copyright. Students need to understand that intellectual and creative expression forms should be respected and are typically protected by law. School faculty should take proactive steps to prevent instances of intellectual property infringement among students.

Authentic Work: An authentic piece of work is based on the learner’s original ideas with the use of ideas and work of others fully acknowledged. Consequently, learners must use their own language in all assignments/tasks they complete, with proper citation for any form of direct quotation or paraphrase.

Citing: Identifying the sources which have been used in the text of an assignment or assessment. This may be done either by direct quotation, paraphrasing or summarizing.

Referencing: Identifying full details of the sources used, and which are added within the reference list at the end of the assignment or assessment. Referencing follows a consistent way of formatting.

Academic misconduct: “…deliberate or unintentional behavior that can lead to a student, or others, gaining an unfair advantage in one or more assessment components” (Academic Integrity Policy, 3). Examples include bringing unauthorized materials into an exam room, not adhering to examination rules, plagiarism, collusion, duplication of work, and falsifying a CAS record.

Collusion: when allowing one’s work to be copied or submitted for assessment by another or when someone does the work for someone else. Even if you have ‘collaborated’ with another learner, the work you present must be your own.

Duplication of Work: This occurs when someone uses the same piece of work to fulfill different aspects of the Diploma program. For example: Using a previously submitted literature essay for your Extended Essay.

Malpractice: The International Baccalaureate defines malpractice as, “behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components.” (IBO) Misconduct: The International Baccalaureate defines misconduct as, “…behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment.” (IBO) Plagiarism The International Baccalaureate defines plagiarism “as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment” (IBO) 6

Disregarding the IB DP examination code of conduct: this is defined as an infraction or disregard of the guidelines as established by the IBO concerning examination conduct.

Disclosing information to another candidate, or receiving information from another candidate, about the content of an examination paper within 24 hours after the examination.

Principles and Practices for different activities to maintain academic integrity Project Research Papers Extended Essay

Group Work

Presentation Individual oral commentary (IOC)

Principles and Practices - The EE draft is discussed in scheduled meetings with the student supervisor. The supervisor sets expectations for every meeting and may suggest secondary resources for the student. Students should take the feedback from the supervisor and work on it.

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The supervisor reminds the DP student of the importance of formulating his/her ideas on the topic and a plan for the essay before consulting other sources.

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Students are expected to be familiar with honesty, integrity expectations, and malpractice procedures.

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Teachers follow up on students' work and authenticity through reflection reports

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The teacher ensures the group members have equitable access to tools and resources.

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The teacher clearly instructs the students on the group task's requirements and expectations.

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Students understand how the grading criteria and grading system work for the assessed component.

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The teacher establishes an environment where the project is not dominated by one member and has a quiet talk with the student if a case occurs.

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Students are expected to understand and work uponthat although the data collection wasdone as a group, each member must write up an individual report.

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Librarians and teachers are expected to guide the students on how to cite, reference, and use a bibliography for their oral and written work.

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Teachers provide individual support for students when they do their journal and/ or create their reflections.

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Students have the skills to plan his/ her presentation or IOC. 7

Creative work CAS

Independent work Internal Assessment

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Students researching for their presentationare encouraged to use various sources, including books,websites, and newspaper articles.

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It is a common practice for individuals to be inspired by or to adapt to other ideas.

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The teacher emphasizes that students must explicitly acknowledge the original work.

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CAS supervisors share expectations and criteria for students where they live an authentic experience.

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Students are constantly updating their profiles and reflecting with a deep awareness of their experiences and expectations

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Teachers are well-trained in the grading system and grading criteria. Students are familiar with the grading criteria for every component.

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Exemplars of previous work are shared with students for feedback

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Students are familiar with the plagiarism-checking engine Grammarly ®

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Students keep track of their pending tasks that should indirectly affect their internal assessment performance.

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Students are familiar with the assessment policy, integrity policy, AI use policy, and all consequences and deadlines.

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Deadline calendar is effectively used by both teachers and the student

Preventative Measures We emphasize education and awareness as fundamental strategies to foster a high standard of academic integrity. We actively promote academic integrity among students by integrating discussions on academic honesty into the curriculum, ensuring they understand what constitutes academic misconduct.

Additionally, we set clear expectations for originality and proper citation of sources in all assignments, research, and assessments. Teachers provide guidelines on referencing and citing sources according to recognized academic standards.

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Forms of academic misconduct A) Plagiarism Any work that meets any of the following criteria is considered plagiarism: o o o o

It was created by someone else but submitted by a student as their original work.

It has not been enclosed in quotation marks.

It has not been properly credited with appropriate citations.

It has been copied from various sources and presented without proper citation.

How to Minimize the Risk of Plagiarism o Acknowledge all ideas and work from others, regardless of the source. o Cite the source of all materials not originally your own, including content generated by artificial intelligence, in your references and bibliographies. o Every time you quote verbatim, place the passage in quotation marks and provide appropriate citations. Remember to include references for not just books but also computer programs, websites, newspapers, videos, lectures, and other sources in your bibliography. o Be sure to note the source of any images or audio materials you use. o Whenever you paraphrase a passage, reference the original source. o In oral presentations, acknowledge whose works, words, and ideas you reference and avoid copying from your peers.

Plagiarism Software The school has purchased Grammarly® for our grades 6-12 teachers to track the integrity of the assignments and tasks submitted by our learners.

Referencing Document source material formally and appropriately by acknowledging all ideas and work from others, regardless of the source, including the internet. When using specific excerpts, acknowledge them in writing in one of the following ways: o Footnotes: Use numbered footnotes for acknowledgment to ensure that words, images, and ideas are easily identifiable. o Bibliography: List all sources alphabetically at the end of your text, following the agreed-upon style (the author's name, date of publication, the title of the source, and page numbers as applicable). Be critical of internet sources and information provided by artificial intelligence; essays and other works should primarily rely on academic literature since online sources are not always reliable. o Quoting: Cite the author's name when directly quoting or paraphrasing; the source must be identified.

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B) Collusion and Collaboration

Collusion involves aiding another candidate in academic misconduct by allowing them to copy or submit your work for assessment. In contrast, collaboration refers to working together with other students. In some situations, collaboration is allowed or encouraged; however, each student must produce their final work independently, even if it relies on similar data. This means that the work's abstract, introduction, content, conclusion, or summary must be written in each student's own words and should not be identical to another student's work. Working together is collaboration while copying someone else’s work constitutes collusion. Even if you have collaborated with another student, the work you submit must be your own. Collusion is considered academic misconduct and will result in penalties.

C) Duplication of Work This refers to submitting the same piece of work for different components of the Diploma, such as using the same material for both a Biology Extended Essay and a Biology Internal Assessment.

D) Other Forms of Academic Misconduct o Academic misconduct also encompasses: o Fabricating data for an assignment. o Falsifying a CAS record. o Bringing unauthorized materials into the examination room, such as mobile phones, electronic devices, wearable technology, smartwatches, rough paper, or notes. o Submitting work generated by artificial intelligence as the student’s own without properly acknowledging the source. o Misbehaving during an exam, including attempts to disrupt the exam or distract other candidates. o Copying another candidate's work. o Referring to or attempting to use unauthorized materials during the examination. o Failing to comply with the invigilator's instructions or other school staff responsible for conducting the examination. o Impersonating another candidate. o Stealing examination papers. o Disclosing or discussing the content of an examination paper with anyone outside the immediate community within 24 hours after the exam. o Using an unauthorized calculator during an examination. o Concealing and/or using unauthorized software on a graphic calculator, particularly during exams.

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Procedures for dealing with policy breaches I.Reporting academic misconduct It is crucial that we work together as a community to uphold academic honesty and maintain a culture of integrity. If academic misconduct occurs, any member of the school community—whether teachers, students, or parents—is encouraged to report the incident to the appropriate school authority. This report will remain confidential.

II.Investigating academic misconduct at school When there is reason to believe that an academic misconduct has occurred, the following steps will be taken: 1. The teacher will inform the IBDP coordinator about the incident 2. The teacher will investigate the matter with the student(s) involved; the teacher may ask the DP coordinator for assistance.

3. The DP coordinator will notify the parents or legal guardians of the student(s) of the incident.

4. A formal letter will be placed in the student’s files. The student will also be given a counseling session and a reflection form to complete.

5. If the student denies (in written form) the charge of academic misconduct, or several students are involved in the incident, and the teacher is incapable of thoroughly investigating the matter, an Academic Integrity Committee will be appointed to hold a hearing and investigate the charges of the academic misconduct.

The Committee will: 1.

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Inform the parents or legal guardians before the hearing.

Invite the student(s) involved to appear before the committee to explain the incident Interview other staff members and students related to the inquiry, if relevant Decide on the disciplinary consequences Present the outcome of the hearing and the disciplinary consequences in writing to the student(s), parents/legal guardians 6. In cases when a student has been found guilty of breaching academic integrity policy and academically dishonest behavior, a formal letter will be placed in the student’s file. A counseling session will be given to the student with a reflection form to be completed.

7. The Academic Integrity Committee may uphold the teacher’s/coordinator’s decision about the disciplinary consequences or institute severe consequences. Should a student be dissatisfied with the decision taken by the Academic Integrity Committee, they may appeal to the head of the school, whose decision is final.

III. Actions that may be taken in case of alleged academic misconduct a. Internal Consequences The Aim of maintaining academic honesty is to instil the attributes of responsibility, reliability, and authenticity in our learners. Implementing adequate measures for academic dishonesty is an educational approach rather than a punishment system. It is a tool that should guide the learners to become independent and responsible individuals.

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If academic misconduct is suspected, a learner is held accountable and should provide evidence to support the legitimacy of that work. Once a thorough analysis of the learner’s work has been done and the needed evidence is provided, the teacher can refuse to accept the learner’s work and give the learner a failing grade.

Teachers may allow the resubmission of the learner’s work at their discretion. Work required for internal school purposes cannot be re-done if the student repeatedly violates the rules of academic integrity. A formal letter describing the incident will be placed in a student’s file. Cases of persistent academic misconduct by the DP student will be included in the student’s files sent for university application purposes.

Procedures in Case of Internal work Plagiarism o The work will be rejected. o A written warning will be given to the learner and communicated with the Students’ affairs. A copy of the signed letter will be kept at the counsellor’s office, and contact with parents will be made. o A counseling session will be given to the learner with a reflection form to be completed at her office. o The learner will be given 48 hours to resubmit the original work to the teacher. Failing to submit within 48 hours will result in a 0 mark with no further opportunity to resubmit. b. External consequences of academic misconduct The IB imposes various consequences based on penalty matrices, depending on the type and level of misconduct (Academic Integrity Policy,31–36). o o o o

Warning letter to the student (level 1 penalty) Zero marks for components (level 2 penalty) No grade for subjects concerned (level 3a penalty) No grade for “parallel” subject (level 3b penalty for academic misconduct that gives an advantage to another student rather than the candidate breaching academic integrity):

In the case of academic infringement: when the amount of plagiarism is minimal (between 40 and 50 consecutive words), zero marks will be awarded for the assessment component, but a grade will still be awarded for the subject (level 2 penalty); this penalty does not refer to the extended essays.

If a piece of work or work has been plagiarized (more than 51 consecutive words), no grade will be awarded in the subject concerned, which results in no diploma being awarded to the candidate (level 3a penalty).

Plagiarism in extended essays will be considered if more than 100 consecutive words without the appropriate reference are used, which will result in no diploma being awarded to the candidate. If academic misconduct is serious or repetitive, either because of its nature or because the candidate has 12

already been found guilty of malpractice in a previous session, the candidate may be permanently disqualified from the programme.

If the DP coordinator or teacher has reason to suspect that part or all of a candidate’s work contributing to the final IB Diploma grade in that subject may not be authentic, that work must not be accepted or submitted for assessment. In such cases, the IB suggests adopting one of two possible courses of action: o The candidate may be given one opportunity to revise and resubmit the work, which must be completed on time for the coordinator to send it to the examiner by the appropriate IB deadline.

o If there is insufficient time, an F must be recorded against the candidate’s name on the appropriate mark sheet. This will result in no grade for the subject, meaning the Diploma will not be awarded.

An F will also be recorded for the candidate’s work if the candidate is unable to prove to the teacher’s satisfaction that the work is their own or if the teacher refuses to accept the academic integrity declaration or sign the relevant coversheet. Candidates must be prepared to demonstrate their authorship, possibly by being questioned about their knowledge of the material presented. The school may also make further decisions in line with its own disciplinary policy, which may include suspension or expulsion, in addition to or even before the suggested courses of action mentioned above. If a teacher or coordinator detects plagiarism after a candidate’s work has been accepted or submitted for assessment, the International Baccalaureate’s Curriculum and Assessment Office (IBCA) must be informed.

In case of misconduct during an examination: level 1 penalty refers to possession of unauthorized material but removed during the first 10 minutes of the examination, level 2 penalty is applied in case of e.g. possession of unauthorized material but no evidence of using it; lack of following the invigilator’s instructions during one component, level 3a penalty is applied in case of e.g. possession of unauthorized material and evidence of using it, repeated not following the invigilator’s instructions, trying to share answers with others; level 3a and 3b penalties imply no diploma being awarded to the candidate; If a student is found to be in breach of regulations, the school must contact the IB within 24 hours of the examination to report the incident. Students should be allowed to continue with the examination in question, unless their presence in the examination room is disruptive to other students. The student’s examination script should be submitted for assessment as usual—this is to allow them to receive a grade if it is decided that no misconduct has occurred.

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The consequences of other types of misconduct (e.g. facilitating plagiarism, collusion, duplication of work, falsification of data, impersonating an IB candidate, gaining access to IB examination papers before the scheduled time) are described in the penalty matrices in the IB Academic integrity policy (Appendix B).

The rights of the student, if suspected of a breach of academic integrity Students who are under investigation: o Are informed of the fact o Are heard and required to submit a written defence to the Academic Integrity Committee o Are given time to prepare a written response in which they address the suspicion of academic malpractice or misconduct.

The IB and AI tools The IB will not ban the use of AI software, as it believes adapting to innovation is more effective than resisting it. Over time, AI tools will become as commonplace as calculators and translation programs. The IB emphasizes the importance of teaching students to use these tools ethically. AI tools do not undermine the core values of the IB, which focus on research and critical thinking. While AI can assist in generating initial text, students must learn to refine and personalize it, recognizing any inherent biases. The IB does not view AI tools as a crisis but as a shift in the skills students need, such as editing and critical evaluation. The IB avoids trying to distinguish between AI and human authorship, instead encouraging students to discuss their work with teachers. Any AI-generated content must be appropriately credited to prevent academic misconduct. Students are educated on ethical AI use, noting that AI-generated text is often repetitive and low-quality. Students should use AI tools for research and idea generation but must ensure their work is original and well-referenced. Please refer to AI Use policy for further details.

Roles and Responsibilities School’s Responsibility o Develop an academic honesty policy and revise it annually. o Communicate the academic honesty policy with the school community including; learners, teachers, and parents. o Train teachers on the school-adopted citing and referencing style o Monitor learners’ academic honesty by reviewing samples of learners’ work and ensuring teachers follow proper procedures o Provide proper supervision for research projects and presentations

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Responsibilities of the Diploma Programme Coordinator o Ensure that all school and IB policies are applied fairly and consistently o Ensure compliance with the secure storage of confidential IB material policy and the conduct of IB examinations o Ensure that all students understand what constitutes academic integrity, authentic work, and academic misconduct. o Provide clear guidance to all students on academic writing skills and how to acknowledge sources, making them fully aware of the penalties associated with academic misconduct. o Ensure that students and their legal guardians receive a copy of the school’s Academic Integrity Policy. o Ensure students receive and thoroughly review the 'Conduct of Examinations' guidelines before the external Diploma exams. o Report suspected instances of student academic misconduct and school maladministration to the school administration and/or the IB o Supervise all activities related to the investigation of student academic misconduct and the school maladministration cases according to the school and/or IB policy.

Responsibilities of the Librarian/ Extended Essay Coordinator The librarian is the mains staff member responsible for the implementation of the Academic Honesty Policy and ensuring its effectiveness. o Responsible for conducting training sessions for both staff and learners throughout the scholastic year o Ensure availability of up-to-date and reliable resources o Oversee the selection of applications or resources related to monitoring plagiarism and provide teachers with training. o Explicitly teach, in coordination with teachers, the correct manner of conducting research and creating original work with correct acknowledgment of the original author o Communicate with teachers regarding research skills taught during library lessons.

Responsibilities of the Teachers o Set a positive example for students by demonstrating ethical behavior, adhering to academic standards, and consistently practicing honesty in their own work. o Set clear expectations for assignments and guide students on correctly citing sources. o Be vigilant for noticeable changes in a candidate’s writing style, particularly work that appears too mature, error-free, or more reflective of an experienced academic than a secondary school student. o Subject teachers are in the best position to identify work that may not be the authentic work of the student. o Teachers are expected to review and verify candidates’ work for authenticity before submission, which applies to all internal and external DP assessments. o Teachers are strongly encouraged to utilize anti-plagiarism programs to check major assignments, including the final versions of the Extended Essay, the Theory of Knowledge (TOK) essay, and, where possible, all final Internal Assessments (IAs). o Keep electronic copies of students’ past work for three years in case a plagiarism check is required o Any authenticity issues arising from concerns about plagiarism or collusion prior to the submission of work for assessment must be addressed within the school, initially by the subject teacher and then in discussion with the IBDP coordinator.

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Responsibilities of the Counsellor o Council learners on the importance of always showing integrity and honesty. o Provide support to teachers, parents, and staff on the behavior of learners in cases of misconduct.

Responsibilities of the Learners Across all programmes, learners’ work needs to embody the values of honesty and integrity. It is important that learners. o Make their work personal and write using their “own” voice. o Read and comprehend the Academic Honesty Policy o Collect and organize actual sources of information used in their work and show responsible use of them by applying their developing approaches to learning skills. o Use MLA format for effective citation and referencing in all required assignments and tasks. o Act with integrity by maintaining principled behavior by giving credit to used sources in all work submitted. o Abstain from receiving non-permitted assistance in the completion or editing of work, such as from friends, relatives, other learners, private tutors, essay writing or copy-editing services, pre-written essay banks or file sharing websites. o Abstain from giving undue assistance to peers in the completion of their work. o Sign the Academic Honesty Form each year and whenever attached to any performance task and check their own work for plagiarism. o Comply with all internal school deadlines to allow time for revising work. o Submit authentic work (i.e., personal/community projects, extended essay among other performing tasks). o To prove that all pieces of work are his/her own and have not been plagiarized.

Responsibilities of the Parents o Play a vital role in raising awareness about Academic Honesty o Read the documents provided by the school. o Support the academic honesty policy communicated by the school in applying the approved procedures. o Provide support ensuring that the learners are the ones responsible for the authenticity of the work presented. o Discuss causes and consequences of academic dishonesty with their children. o Encourage academic honesty by modelling integrity. o Monitor a child’s work at home to ensure that s/he is not being over-supported when working on his assignments and tasks, and sufficient time is dedicated to producing authentic work. o Sign the forms of academic honesty provided by the school. o Establish a good level of communication with the school to enable them to understand the requirements and what is expected from both the learners and parents.

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Responsibility for the implementation of the Academic Integrity policy The leadership team and librarian ensure this policy is communicated and implemented throughout the entire school community. All teachers must adhere to and enforce this policy.

Academic Integrity Policy Review It must be highlighted that all teachers are equally responsible for developing this policy, implementing it, and introducing any necessary modifications. The Program coordinators ensure that any new or updated documentation about the Academic integrity policy provisions, which the IB publishes, will have its reflection in the school’s operating policy. Also, each teacher’s suggestions in this matter will be considered and discussed regarding their relevance to the documents.

It has been agreed that the Faculty will meet yearly to discuss how the policy works and implement any modifications, if applicable, for the purpose of a regular review of the policy.

Any necessary changes to this document introduced during the annual general meeting of the Faculty will become effective on 1 September of the following school year. A special meeting can be held at any point in the school year to introduce any urgent amendments.

The last review meeting was held on May 2025.

Access to Academic integrity policy The policy may be accessed on the school’s website. Whenever the policy is updated, a new version is made available. Before applying form both the candidate and their parents/legal guardians are expected to become familiar with the rules stipulated within this policy.

At the start of the Diploma Programme, both DP students and their parents/legal guardians sign that they have read and understood the academic integrity policy and other school policies and regulations concerning student participation in the Diploma Programme.

Links to other school policies This policy has been produced in alignment with the school Assessment policy, Language policy, Inclusion policy, and admission policy. The relevant policy should be referred to for any matters not specified herein.

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Appendix 1 Student and Parent/Legal Guardian Declaration

After being informed about the rules and practices concerning academic integrity and having read the school's Academic Integrity Policy, students and parents/legal guardians are requested to sign declarations indicating that they have read the policy, understand it, and agree to comply.

The declarations read as follows: I declare and confirm that I have read the Academic Integrity Policy, understand it, and agree to abide by it.

I am fully aware of the consequences of violating the provisions of this policy and breaching academic integrity rules, which may result in the student not receiving a diploma if the assignment is found to be plagiarized by either Modern American School or the International Baccalaureate (IB).

Student Signature: _____________________________ Date: ________________________

Parent's Signature: _____________________________ Date: _______________________

Candidate Academic Integrity Declaration Name of the Candidate: Candidate No.:

Session: May 20___ Assignment Name: ________________________________________ I declare that the attached assignment is entirely my own work and that no part of it has been: o o o o

Copied from any work produced by other individuals or artificial intelligence.

Provided by other students.

Taken from other individuals' programs.

Copied from any other source, including websites.

I affirm that all referenced work from other individuals or artificial intelligence has been properly cited and documented in the reference list. I further declare that I know what constitutes plagiarism and the consequences thereof as outlined in the Academic Integrity Policy of the International Baccalaureate (IB) Modern American School.

Student Signature: _____________________________ Date: ___________________

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Appendix 2 Penalty matrices The IB penalty matrices detailed infringements by a student and the level of penalty that the IB may apply.

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References

Academic Integrity Policy. International Baccalaureate Organization (UK) Ltd., Updated March 2023.

General Regulations: Diploma Programme. IB Publishing Ltd., September 2016. Diploma Programme: From principles into practice . Geneva , April 2015.

Programme standards and practices. International Baccalaureate Organization (UK) Ltd., March 2016.

Simplifying the diploma requirements and failing conditions. International Baccalaureate Organization, n.d.

“IB Learner Profile.” IB Organization, https://www.ibo.org/benefits/learner-profile Country recognition for IBDP Academic Honesty in the IB educational context, International Baccalaureate Organization, 2014

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