Woodstock School Academic Honesty Policy 2022

3.13 Policy on Academic Honesty Aims & Objectives Academic honesty and integrity speak to the core values of education and reflect Woodstock School’s Guiding Principles of pursuing wholeness, seeking well-being, eliciting greatness and valuing compassion. Woodstock School’s Desired Learning Outcomes (DLOs), along with the International Baccalaureate (IB) Learner Profile, demand principled action by all members of the community. This policy will reflect the mission and vision of Woodstock School and that of the IB to ensure our commitment towards acting with integrity, honesty and respect towards ourselves and others in school.

IB Learner Profile 1 We nurture our curiosity, developing skills for inquiry and research.

Inquirers

We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring knowledge

Knowledgeable

across a range of disciplines. We engage with issues and ideas that have local and global signi­ficance.

We use critical and creative thinking skills to analyse and take

Thinkers

responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves confi­dently and creatively in more than one

Communicators

language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness

Principled

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and justice, and with respect for the dignity and rights of people

Diploma Programme: From principles into practice. IB Publication, September 2014 1

everywhere. We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as Open-Minded

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.

We show empathy, compassion and respect. We have a commitment

Caring

to service, and we act to make a positive difference in the lives of others and in the world around us.

We approach uncertainty with forethought and determination; we

Risk-Takers

work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing different aspects of our

Balanced

lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and

Reflective

experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

This policy aims to: ❏ define academic honesty; ❏ give advice on and/or examples of what constitutes academic misconduct in its different categories, intellectual property, and authentic authorship; ❏ provide guidance on each person’s role in academic honesty;

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❏ provide examples of conventions for citing and acknowledging original authorship; ❏ give guidance on the distinction between legitimate collaboration and unacceptable collusion; ❏ Outline procedures and suggest consequences for academic honesty infractions.

What is academic honesty at Woodstock School?

Woodstock School students have the benefit of being in a safe learning environment. As candidates grow and make mistakes, every effort should be made to turn mistakes into learning opportunities.

Each community member is responsible for a unique role in the process.

Students at Woodstock School are encouraged to inquire, take action and critically reflect on what they learn and how it affects their attitudes and behavior. They should be able to make their thoughts and their learning explicit, show how they have developed their ideas, and demonstrate the views they have followed or rejected, i.e. make their knowledge, understanding, and thinking transparent.

What is academic misconduct at Woodstock School?

Academic misconduct is a behavior that results in, or may result in, the student or any other student gaining an unfair advantage (or a behavior that disadvantages other students) in one or more assessment components.

Key Definitions under categories of “academic malpractice” in Woodstock School: ❏ Plagiarism: The use of another person’s intellectual property (products of the mind, including ideas, opinions, judgements, hypotheses, artistic creations, and more, owned by the creator) without proper, clear, and explicit acknowledgment. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism. ❏ Collusion: Supporting academic malpractice by another student, for example allowing one’s work to be copied or submitted for assessment by another. ❏ Academic Misconduct: Any behaviour that gains an unfair advantage for a candidate or that affects the results of another. Examples of malpractice involve taking unauthorized

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materials into the room during an external examination, disruptive behaviour and communicating with others during the examination, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media, and more. ❏ Communication about the content of an examination24 hours before or after the examination with others outside their school community is also considered a breach to external exam regulations. ❏ Duplication: Presentation of the same work for different assessment components and/or Diploma Programme requirements. ❏ Unethical behaviour such as the inclusion of inappropriate images or words in any assessment material or the breach of ethical guidelines when conducting research.

Academic infringements in the Diploma Programme 2 Definition of an academic infringement: There can be instances where work submitted by a candidate for assessment contravenes the standard academic practice of clearly acknowledging all ideas and words of other persons without the candidate having made a deliberate attempt to gain an unfair advantage, for example where a candidate has not used some means of indicating a quotation, but has cited the source of the text in the bibliography or in a footnote. The Final Award Committee may designate a case of this type as an academic infringement and not as malpractice.

Applicable procedure for academic infringements: If the Final Award Committee decides that an academic infringement has been established, no marks will be awarded for the component or part(s) of the component. The candidate will still be eligible for a grade in the subject or IB diploma requirement concerned. The head of school will be notified that this action has been taken. The case will not be recorded as malpractice.

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General Regulations: Diploma Programme. IB Publication, September 2016.

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Communication of the Academic Honesty Policy to the Woodstock community The Academic Honesty Policy should: ❏ be addressed in an open parent meeting at least once per academic year. ❏ be addressed with the full student body at least once per semester. ❏ be addressed with the full academic staff at least once per semester. ❏ made available in written form in a location(s) that students and parents can readily access.

Article 20 of General regulations: Diploma Programme: Candidates suspected of academic misconduct the IB defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another candidate is also regarded as academic misconduct. Academic misconduct is a breach of these regulations and includes, but is not restricted to: a. plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment b. collusion—this is defined as supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another c. duplication of work—this is defined as the presentation of the same work for different assessment components and/or DP core requirements d. misconduct during an IB examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate) e. unethical behaviour such as the inclusion of inappropriate material in any assessment materials or the breach of ethical guidelines when conducting research f. any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media).

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Article 21 of General regulations: Diploma Programme: Investigating cases of suspected academic misconduct 21.1 If questions arise about the authenticity of a candidate’s work before submission for assessment, the situation must be resolved within the school. If possible academic misconduct (for example, plagiarism, collusion) is identified after a candidate’s work has been submitted to the IB for assessment, the school’s DP coordinator must inform the IB as soon as possible.

21.2 When a school, an examiner or the IB establishes evidence to suspect academic misconduct by a candidate, the school will be required to conduct an investigation and provide the IB with statements and other relevant documentation concerning the case. If a school fails to support the investigation into possible academic misconduct, no grade will be awarded to the candidate in the subject(s) concerned.

21.3 If the IB notifies a school that a candidate is suspected of academic misconduct and that the IB has the intention of initiating an investigation, at the discretion of the head of school it is permissible for the candidate to be withdrawn from the session or from the subject(s) in which academic misconduct may have occurred. However, at the discretion of the IB the investigation into the suspected academic misconduct by the candidate may still proceed and a decision be reached on whether to uphold or dismiss academic misconduct. If a candidate is withdrawn from a subject no mark for that subject may contribute to the award of a grade in a future examination session.

21.4 Candidates suspected of academic misconduct must be invited, through the school’s DP coordinator, to present a written statement that addresses the suspicion of academic misconduct. If a candidate declines to present a statement, the investigation and decision on whether the candidate is in breach of regulations will still proceed.

21.5 The majority of cases of suspected academic misconduct will be presented to a sub-committee of the Final Award Committee. The sub-committee will normally comprise IB staff, school representatives, and chief/deputy chief examiners, but any group or combination of these persons may make decisions on cases subject to the approval of the Final Award Committee. The sub-committee will be chaired by the chair or vice-chair of the Final Award Committee, or a chief examiner nominated by the vice-chair.

21.6 Decisions of the sub-committee are made on behalf of and under the supervision of the Final

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Award Committee. After reviewing all statements and evidence collected during the investigation, the subcommittee will decide whether to dismiss the suspicion of academic misconduct, uphold it, or ask for further investigations to be made. If the sub-committee is unable to reach a decision, then the case will be referred to the Final Award Committee.

21.7 If the sub-committee decides that a case of academic misconduct has been established, a penalty will be applied in the subject(s) concerned. The penalty will, in the judgment of the sub-committee, be proportionate with the severity of the misconduct.

21.8 If no grade is issued for a subject that contributes to a candidate’s IB Diploma, no IB Diploma will be awarded to the candidate. DP Course Results will be awarded for other subjects in which no academic misconduct has occurred. Except in cases of serious or repeated misconduct, the candidate will be permitted to register for future examination sessions, which may include the session that follows six months later, if the relevant registration deadlines are met. In the case of an IB Diploma Candidate, if the session in which the academic misconduct has been established is the candidate’s third examination session towards achieving the award of the IB Diploma, no further IB examination sessions will be permitted.

21.9 If the candidate has already been found in breach of regulations in any previous session, this will normally lead to disqualification from participation in any future examination session.

21.10 If there is substantive evidence, the IB is entitled to conduct an investigation into academic misconduct after a candidate’s results have been issued. If academic misconduct is subsequently established by the Final Award Committee, or its sub-committee, the candidate’s grade for the subject(s) concerned may be withdrawn from the candidate which will also result in the withdrawal of his or her IB Diploma where applicable.

Academic Infringements in the Middle Years Programme 3 Article 20 of General regulations: Middle Years Programme: Candidates suspected of academic misconduct Candidates suspected of academic misconduct The IB Organization defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any

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General Regulations: Middle Years Programme. IB Publication, April 2014.

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other candidate gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another candidate is also regarded as academic misconduct. Academic misconduct is a breach of these general regulations and includes, but is not restricted to, the following: a. plagiarism: this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment b. collusion: this is defined as supporting academic misconduct by another candidate,7 for example, allowing one’s work to be copied or submitted for assessment by another c. misconduct during an IB on-screen examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, communicating with another candidate) d. any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a community service record, disclosure of information to and receipt of information from candidates about the content of an onscreen examination within 24 hours after the examination via any form of communication/media).

Article 21 of General regulations: Middle Years Programme: Investigating cases of suspected academic misconduct 21.1 If questions arise about the authenticity of a candidate’s personal project or ePortfolio before submission for assessment (or moderation), the situation must be resolved within the school. If possible academic misconduct (for example, plagiarism, collusion) is identified after a candidate’s work has been submitted to the IB Organization for assessment (or moderation), the school’s MYP coordinator must inform the IB Organization as soon as possible. For the personal project and ePortfolios that are internally assessed, “submission” refers to the deadline by which teachers’ grades must be submitted to the IB Organization.

21.2 When a school, an examiner/moderator or the IB Organization establishes evidence to suspect academic misconduct by a candidate, the school will be required to conduct an investigation and provide the IB Organization with statements and other relevant documentation concerning the case.

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If a school fails to support the investigation into possible academic misconduct, no grade will be awarded to the candidate in the assessment(s) concerned.

21.3 If the IB Organization notifies a school that a candidate is suspected of academic misconduct and that the IB Organization has the intention of initiating an investigation, at the discretion of the head of school it is permissible for the candidate to be withdrawn from the session or from the assessment(s) in which academic misconduct may have occurred. However, at the discretion of the IB Organization the investigation into the suspected academic misconduct by the candidate may still proceed and a decision be reached on whether to uphold or dismiss academic misconduct.

21.4 Candidates suspected of academic misconduct must be invited, through the school’s MYP coordinator, to present a written statement that addresses the suspicion of academic misconduct. If a candidate declines to present a statement, the investigation and decision on whether the candidate is in breach of regulations will still proceed.

21.5 The majority of cases of suspected academic misconduct will be presented to a sub-committee of the Final Award Committee. The sub-committee will comprise IB staff, school representatives, MYP principal examiners, or any combination of these persons.

21.6 Decisions of the sub-committee are made on behalf of and under the supervision of the Final Award Committee. After reviewing all statements and evidence collected during the investigation, the sub-committee will decide whether to dismiss the suspicion of academic misconduct, uphold it, or ask for further investigations to be made. If the sub-committee is unable to reach a decision then the case will be referred to the Final Award Committee.

21.7 If the sub-committee decides that a case of academic misconduct has been established, a penalty will be applied in the subject(s) concerned. The penalty will, in the judgment of the subcommittee, be commensurate with the severity of the misconduct.

21.8 If a case of academic misconduct is considered by the Final Award Committee to be very serious, the Final Award Committee may decide not to issue a grade for a candidate in the assessment(s) concerned and additionally prohibit the candidate from being registered in any future examination sessions.

21.9 If no grade is issued for an assessment (or completion of community service) that contributes to a candidate’s MYP Certificate, no MYP Certificate will be awarded to the candidate. MYP Course

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Results will be awarded for other assessments in which no academic misconduct has occurred.

Except in cases of serious or repeat misconduct, the candidate will be permitted to register for future examination sessions, which may include the session that follows six months later, if the relevant registration deadlines are met. In the case of an MYP Certificate Candidate, if the session in which the academic misconduct has been established is the candidate’s third examination session towards achieving the award of the MYP Certificate, no further IB examination sessions will be permitted.

21.10 If the candidate has already been found in breach of regulations in any previous session, this will normally lead to disqualification from participation in any future examination session.

21.11 If there is substantive evidence, the IB Organization is entitled to conduct an investigation into academic misconduct after a candidate’s results have been issued. If academic misconduct is subsequently established by the Final Award Committee, or its sub-committee, the candidate’s grade for the assessment(s) concerned may be withdrawn from the candidate. In the case of an MYP Certificate Candidate, the withdrawal of a grade for an assessment (or withdrawal of completion of community service) will also result in the withdrawal of their MYP Certificate.

Policy & Procedures Woodstock School’s Responsibility for Academic Honesty Woodstock School’s leadership team has the responsibility of creating procedures to enact the academic honesty policy fairly and consistently throughout the school. The school’s leadership team will be responsible for providing professional development for teachers concerning academic honesty and help to promote parent awareness of the school’s academic honesty policy.

Principal It is the responsibility of the Principal both to establish, interpret, and apply school policies, including this one, that promote good academic practice and to foster a school culture that actively encourages academic honesty. The Principal has the discretion to apply this policy as he or she sees fit depending on the circumstances of a given case. There will be shared responsibilities of different members of the School community, including that of the School Academic Honesty Council.

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The IB Section Coordinators and the appropriate Head of School will handle parent communication related to academic honesty infractions.

MYP and DP Coordinators The IB Coordinators must ensure that all staff and candidates: ❏ complete and confirm their acceptance of the Academic Honesty Agreement; ❏ understand what constitutes academic honesty, an authentic piece of work, and intellectual property; ❏ receive guidance on study skills, academic writing, how to conduct research, and how to acknowledge sources; ❏ follow the procedure of the Reporting Policy, in conjunction with the college counselors, in regard to the reporting of offenses to colleges and universities; ❏ communicate expectations for student work by clearly referring to the academic honesty guidelines; ❏ understand what constitutes malpractice (particularly plagiarism, collusion, and misconduct during an examination); ❏ know the consequences of malpractice.

In conjunction with the Academic Honesty Council, the IB Coordinators also: ❏ ensure that the Woodstock School Academic Honesty Pledge is prominently displayed in each classroom; ❏ supervise the school’s internal investigation into allegations of academic malpractice; ❏ keep a record of internal allegations of malpractice and their outcomes; ❏ ensure that all incidents of malpractice are recorded and archived; and ❏ regularly review/seek feedback on the Academic Honesty Policy.

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Teacher It is the responsibility of the teacher to: ❏ complete and confirm their acceptance of the Academic Honesty Agreement; ❏ confirm that, to the best of his or her knowledge, all candidates’ work accepted or submitted for assessment is the authentic work of each candidate; ❏ ensure they themselves are fully aware of proper and current MLA citation and are using MLA conventions when providing students with materials; ❏ ensure that students know what constitutes academic honesty and provide examples of correct acknowledgement of sources; ❏ encourage honesty and create assignments with specific guidelines that encourage students to develop their own ideas; ❏ draw students’ timely attention to suspected violations of academic honesty on draft assignments; report formative assignments if they result in an unfair advantage to themselves or others ❏ use formative assignments as an opportunity to teach academic honesty ❏ follow the school’s guidelines for administering assessments in optimal conditions; ❏ follow prescribed protocol for invigilating internal and external exams; ❏ report incidents of malpractice in accordance with the Academic Honesty Policy; ❏ make the Approaches to Learning (ATL) skills an explicit focus for teaching and learning, particularly information literacy skills; ❏ require the Honor Pledge to be written on the first page of all summatives for both Middle Years and Upper Years.

Parent or Legal Guardians Parents can be of help as well in supporting academic honesty. They can: ❏ be aware of the Academic Honesty Agreement; ❏ encourage students to ask their teachers for advice if they are having difficulties with their work; encourage them to take responsibility in planning and completing their assignments; ❏ establish a good level of communication with the school so that they understand the

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requirements of the Middle Years Programme and Diploma Programme and the expectations from the students; ❏ support their child but make sure that he/she is the one responsible for the work done.

Student It is the responsibility of the student to: ❏ attend a session on academic honesty at the annual student retreat; ❏ attend peer-mentoring sessions whenever assigned; ❏ complete and confirm their acceptance of the Academic Honesty Agreement at the start of a new academic year; ❏ ensure that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged; ❏ comply with all internal school/academic calendar deadlines; ❏ stay organized, prioritize work, and plan ahead of time for all tasks ❏ sign a cover sheet for each externally assessed component and all internally assessed components to confirm that his or her work is authentic and that the work being submitted for assessment constitutes the final version of their work.

Librarian The responsibility of the librarian is that of an academic honesty expert. The librarian will: ❏ team teach with classroom teachers to integrate honest research and production practices in every assignment; ❏ provide, as needed, help for all community members in the area of MLA format and citation; ❏ run scheduled workshops on topics related to academic honesty; ❏ hold short term one-on-one workshops with students found to be in violation of the Academic Honesty Policy; and ❏ provide and promote resources to learn about academic honesty and build academic honesty skills.

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The Academic Honesty Council (AHC) Woodstock School will provide students with support through its Academic Honesty Council . The role of the Academic Honesty Council is to prevent academic honesty infractions through education and to provide restorative measures after an infraction takes place. The Academic Honesty Council will: ❏ help students learn Woodstock School’s expectations for academic honesty; ❏ hold hearings to help students process their actions and, if necessary, determine appropriate, restorative consequences; ❏ provide all new/continuing staff with regular reminders of their responsibility both to promote academic honesty and to prevent/detect malpractice; and ❏ provide general support to staff/students with questions about academic honesty and mentorship to those who are struggling to meet the school’s expectations.

Procedures for Reporting, Recording, and Monitoring Academic Misconduct Most incidents of academic malpractice fall within the Academic Honesty Policy and the procedures of the Academic Honesty Council (AHC). Accurate and timely reporting of all incidents is crucial to identifying patterns and being responsive.

All members of the community must familiarize themselves with the AHC reporting procedures. If, at any time, a staff member is unsure whether or not a referral is appropriate, he or she will speak to one of the AHC staff advisors and/or the IB Coordinators as soon as possible. For cases involving more than one student, confidentiality will be maintained for all personally identifying information and details. Parents or guardians are allowed to know the details pertaining only to their own child.

The college counsellors will follow the procedure of the Reporting Policy.

Examples of Academic Infringement and Malpractice In the event a staff member is uncertain of the type of academic misconduct, he or she may consult with the AHC staff advisors. Incidents may be escalated or de-escalated at the time or by review of a recorded history of past incidents. Lying in an AHC hearing to conceal or manipulate may

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automatically escalate the incident by a level.

DP Infraction Levels Note: Determination of whether academic infringement or malpractice has taken place is regardless of intentionality.

DP Level 1

DP Level 2

DP Level 3

Assessments weighted at 10%

Assessments weighted at more

External Exams + Externally

or less of the semester grade

than 10% of the semester grade

Assessed/Moderated

(handled by the AHC)

(handled by the AHC)

Assessments (handled by the Education Team)

❏ Cheating, plagiarism, collusion, and/or duplication on a formative assessment; ❏ Violation of formal or summative assessment behaviour expectations

❏ Two or more DP Level 1 infractions

❏ Cheating, plagiarism, collusion, and/or

❏ Cheating, plagiarism,

duplication on an

collusion, and/or

external exam or

duplication on a

externally moderated

summative assessment;

summative

❏ Gaining or sharing

assessment;

which appears

access to non-public

innocuous;

assessments or answers

infractions of a similar

prior to task assignment

nature

❏ Unethical behaviour on a formative task such

or return of the

as the inclusion of

assignments;

inappropriate images

❏ Misconduct in an

❏ Repeated DP Level 2

❏ Lying in an AHC Level 2 hearing ❏ Academic misconduct: ● taking unauthorized

or words in any

examination condition,

assessment material or

e.g. writing during

materials into the

the breach of ethical

reading time;

room during an

guidelines when conducting research;

❏ Pressuring another student to participate in

external examination, ● disruptive behaviour

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❏ Lying to misrepresent in an academic context,

cheating;

and communicating

❏ Unethical behaviour on a

such as to avoid an

summative task such as

academic commitment

the inclusion of

(e.g. intentionally

inappropriate images or

missing a class)

words in any assessment

with others during the examination, ● falsifying a CAS record, ● disclosure of

material or the breach of

information to and

ethical guidelines when

receipt of information

conducting research.

from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication or media, and ● others

Referral and Recording Processes for Diploma Program (Grade 11-12): DP Level 1 Incidents: ❏ The staff member completes the AHC referral form within 24 hours of determining the offense. They also notify the involved student, preferably in person. ❏ The staff member provides the AHC advisor(s) with the appropriate evidence to support their referral, including the weightage of the assignment. ❏ AHC reviews the case and issues a decision letter to the student, parents, teacher, advisor, Academic Coordinator, Head of Upper Years. ❏ The teacher uses his/her discretion in applying consequences from the Menu of Consequences for DP Level 1 infractions. ❏ The AHC Staff Advisor(s) records on MB. (Level 1 infractions are not reported to 16

universities) ❏ A single DP Level 1 incident will not affect a student’s eligibility for leadership positions or to represent the school. ❏ Repeated DP Level 1 infractions will result in a Level 2 infraction.

DP Level 2 Incidents: ❏ The staff member completes the AHC referral form within 24 hours of determining the offense. They also notify the involved student, preferably in person. ❏ The staff member provides the AHC advisor(s) with the appropriate evidence to support their referral. ❏ The involved student appears before the AHC and staff advisor(s), who will determine appropriate action steps ❏ The AHC staff advisor(s) writes the AHC consequence letter ❏ The AHC staff advisor(s) records the incident in the Learning Management System (LMS). ❏ NOTE: Incidents will be reported as per the Reporting Policy.

DP Level 3 Incidents: ❏ The AHC may recommend that an incident be designated as a DP Level 3. Cases may also be automatically designated as such by the IB Coordinators/Academic Honesty Council advisor(s) based on the referral information. ❏ All Level 3 incidents are heard by the Education Team, and the Academic Honesty Council advisor(s) joins the hearing. ❏ The Principal writes the AHC consequence letter and sends it to the parents of the student/s concerned. ❏ The Principal also records the incident on Managebac. ❏ NOTE: Incidents will be reported as per the Reporting Policy.

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Menu of Possible Consequences for Academic Infringement and Malpractice at DP Level: DP Level 1

DP Level 2

DP Level 3

Assessments weighted at 10%

Assessments weighted at more

External Exams + Externally

or less of the semester grade

than 10% of the semester grade

Assessed/Moderated

(handled by the teacher)

(handled by the AHC)

Assessments (handled by the Education Team)

❏ Resubmission of

❏ Expectation to make

corrected or alternate

amends for their actions

work;

appropriate to the

❏ Follow-up conversation

violation; ❏ Depending on the

reviewing academic

seriousness of the offense,

honesty expectations

the student may be given a

with the reporting

zero on the assignment,

staff member;

with or without a redo;

❏ Reflection paper of 300 words or more; ❏ Utilize support resources such as

❏ Review of academic honesty expectations with an AHC member; ❏ Academic sessions with a

● Students of

peer mentor;

Concern

❏ Confiscation of

(SOC), ● after-school study hall,

electronics (if involved in the infringement);

❏ Reflection paper of 300 words or more; ❏ Expectation to make amends for their actions appropriate to the violation; ❏ Zero on the assignment; ❏ Probation; ❏ Suspension or isolation; ❏ Expulsion; ❏ Loss of privileges; ❏ Ineligibility to achieve IB qualifications (per IB policies); ❏ Reporting as required

❏ Loss of privileges as

per exam boards and

recommended by the

the Reporting Policy;

the student’s

AHC to the Dean of

❏ Other, as appropriate

advisor,

Student Life;

● counseling by

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● AHC peer

❏ Referral to the advisor for

Recording: By the Principal

mentor

academic check-ins

at the culmination of the

(request

❏ Reflection paper of 300

Education Team hearing

should be made to the AHC President) ❏ Notification of measures taken to

words or more; ❏ Referral for after-school

process as DP Level 3 on Managebac..

study halls; ❏ Reporting as required per the Reporting Policy; ❏ Other, as appropriate

parents by email ❏

Recording: By the AHC staff advisor at the culmination of the

Recording: By the AHC

AHC process as DP Level 2 on

staff advisor on Managebac

Managebac..

within 24 hours of determining the offense as DP Level 1.

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MYP Infraction Levels Note: Determination of whether academic infringement or malpractice has taken place is regardless of intentionality.

MYP Level 1

MYP Level 2

MYP Level 3

All Formative Assessments

Summative Assessments/Tests +

External Exams + Externally

(handled by the teacher)

Exam-Condition Prelims

Assessed/Moderated

(handled by the AHC)

Assessments (handled by the Education Team)

❏ Cheating, plagiarism,

❏ Cheating, plagiarism,

❏ Cheating, plagiarism,

collusion, and/or

collusion, and/or

collusion, and/or

duplication on a

duplication on a

duplication on an

formative assessment;

summative assessment;

external exam or

❏ Violation of formal or

❏ Gaining or sharing

externally moderated

summative assessment

access to non-public

summative

behaviour expectations

assessments or answers

assessment;

which appears

prior to task assignment

innocuous;

or return of the

infractions of a similar

assignments;

nature

❏ Unethical behaviour on a formative task such

❏ Misconduct in an

❏ Repeated Level 2

❏ Lying in an AHC

as the inclusion of

examination condition,

inappropriate images

e.g. writing during

❏ Academic misconduct:

or words in any

reading time;

● taking unauthorized

assessment material or

❏ Pressuring another

Level 2 hearing

materials into the

the breach of ethical

student to participate in

room during an

guidelines when

cheating;

external examination,

conducting research; ❏ Lying to misrepresent in an academic context,

❏ Unethical behaviour on a

● disruptive behaviour

summative task such as

and communicating

the inclusion of

with others during the

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such as to avoid an

inappropriate images or

examination,

academic commitment

words in any assessment

● falsifying a CAS

(e.g. intentionally

material or the breach of

missing a class)

ethical guidelines when

record, ● disclosure of

conducting research;

information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication or media, and ● others

Referral and Recording Processes for Upper Years (Grade 9-10): MYP Level 1 Incidents (G9 - 10): ❏ All MYP Level 1 infractions are handled by the staff member directly. ❏ The staff member discusses the infringement with the student within 24 hours of determining the offense. ❏ The staff member uses his/her discretion in applying consequences from the Menu of Consequences for MYP Level 1 infractions ❏ After discussing the incident with the student, the staff member guides the student in how he/she should complete work with integrity in the future. ❏ MYP Level 1 incidents will not affect a student’s eligibility for leadership positions or to represent the school. ❏ For repeated Level 1 infractions of a similar nature, the staff member notifies the Students of Concern (SOC) team..

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MYP Level 2 Incidents (G9 - 10): ❏ The staff member completes the AHC referral form within 24 hours of determining the offense. They also notify the involved student, preferably in person. ❏ The staff member provides the AHC advisor(s) with the appropriate evidence to support their referral. ❏ The involved student appears before the AHC and staff advisor(s), who will determine appropriate action steps ❏ The AHC staff advisor(s) writes the AHC consequence letter. ❏ The AHC staff advisor(s) records the incident on Managebac. ❏ In the event the AHC hearing determines an incident is an MYP Level 1, the reporting staff member reverts to the procedures for an MYP Level 1 infraction. ❏ NOTE: Incidents will be reported as per the Reporting Policy.

MYP Level 3 Incidents (G9 - 10): ❏ The AHC may recommend that an incident be designated as a Level 3. Cases may also be automatically designated as such by the IB Coordinators/Academic Honesty Council advisor(s) based on the referral information. ❏ All Level 3 incidents are heard by the Education Team, and the Academic Honesty Council advisor(s) joins the hearing. ❏ The Principal writes the AHC consequence letter and sends it to the parents of the student/s concerned. ❏ The Principal also records the incident in the Learning Management System (LMS). ❏ NOTE: Incidents will be reported as per the Reporting Policy.

Referral and Recording Processes for Middle Years (Grade 6-8): Level 1 Incidents (G6 - 8): ❏ All MYP Level 1 infractions are handled by the staff member directly. ❏ The staff member discusses the infringement with the student within 24 hours of

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determining the offense. ❏ After discussing the incident with the student, the staff member guides the student in how he/she should complete work with integrity in the future. ❏ AHC Level 1 incidents will not affect a student’s eligibility for leadership positions or to represent the school. ❏ For repeated Level 1 infractions of a similar nature, the staff member notifies the Students of Concern (SOC) team.

Level 2 Incidents (G6 - 8): ❏ The staff member notifies the Head of Middle Years (HOMY) within 24 hours of determining the offense. They also notify the involved student, preferably in person. ❏ The staff member provides HOMY with the appropriate evidence to support their referral. ❏ HOMY determines, on a case-by-case basis, whether an infraction should be officially referred to the AHC. ❏ If HOMY does not refer an infraction to the AHC, he/she meets with the student and at least one parent to discuss and clarify the error, explain the Academic Honesty Policy, discuss appropriate consequences, and encourage honesty in the future. ❏ HOMY will record the infraction on Managebac. ❏ If an infraction is referred to AHC, the involved student appears before the AHC and staff advisor(s), who will determine appropriate action steps. ❏ The AHC staff advisor(s) writes the AHC consequence letter, ❏ The AHC staff advisor(s) records the incident on Managebac.. ❏ In the event the AHC hearing determines an incident is an MYP Level 1, the reporting staff member reverts to the procedures for an MYP Level 1 infraction.

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Menu of Possible Consequences for Academic Infringement and Malpractice at MYP Level: MYP Level 1

MYP Level 2

MYP Level 3

All Formative Assessments

Summative Assessments/Tests +

External Exams + Externally

(handled by the teacher)

Exam-Condition Prelims

Assessed/Moderated

(handled by the AHC)

Assessments (handled by the Education Team)

❏ Resubmission of

❏ Expectation to make

corrected or alternate

amends for their actions

work;

appropriate to the

❏ Follow-up conversation

violation; ❏ Depending on the

reviewing academic

seriousness of the offense,

honesty expectations

the student may be given a

with the reporting

zero on the assignment,

staff member;

with or without a redo;

❏ Reflection paper of 300 words or more; ❏ Utilize support resources such as

❏ Review of academic honesty expectations with an AHC member; ❏ Academic sessions with a

● Students of

peer mentor;

Concern

❏ Confiscation of

(SOC), ● after-school study hall,

electronics (if involved in the infringement);

❏ Reflection paper of 300 words or more; ❏ Expectation to make amends for their actions appropriate to the violation; ❏ Zero on the assignment; ❏ Probation; ❏ Suspension or isolation; ❏ Expulsion; ❏ Loss of privileges; ❏ Ineligibility to achieve IB qualifications (per IB policies); ❏ Reporting as required

❏ Loss of privileges as

per exam boards and

recommended by the

the Reporting Policy;

the student’s

AHC to the Dean of

❏ Other, as appropriate

advisor,

Student Life;

● counseling by

● AHC peer

❏ Referral to the advisor for

Recording: By the Principal

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mentor

academic check-ins

at the culmination of the

(request

❏ Reflection paper of 300

Education Team hearing

should be made to the

words or more; ❏ Referral for after-school

AHC President)

process as MYP Level 3 on Managebac

study halls; ❏ Reporting as required per the Reporting Policy;

❏ ❏ For repeated Level 1

❏ Other, as appropriate

infractions of a similar nature, the staff

Recording: By the AHC staff

member notifies the

advisor at the culmination of the

Students of Concern

AHC process as MYP Level 2 on

(SOC) team

Managebac

IB Requirements IB Middle Years Programme candidates suspected of academic misconduct at Woodstock School will be held accountable to Articles 20 and 21 found in the General regulations: Middle Years Programme document published September, 2014.

IB Diploma Programme candidates suspected of academic misconduct at Woodstock School will be held accountable to Articles 20 and 21 found in the General regulations: Diploma Programme document published September, 2016.

Upon enrolment into the IB program, each candidate and his/her parent/legal guardian receive a copy of the General Regulations: Diploma Programme. An information session will be run for parents/guardians and students, which will cover the details of the programme, with special attention given to coverage of the provisions, relating to academic malpractice.

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Every member of the Woodstock community will also receive a copy of theGeneral Regulations: Diploma programme, and undergo an information/training session, as described above.

Every faculty member teaching or associated with an IB course will review the basic definitions cited in this policy and how they might come to play in their specific subject/course.

Finally, each IB candidate will receive, review, sign, and abide by a Declaration Form. Please see attached Form in the Appendix.

Rights of Woodstock School Students IB Middle Years Programme candidates convicted of academic misconduct at Woodstock School have a right to appeal the decision as stated in Articles 22 to 25 4 as found in the General regulations: Middle Years Programme document published September, 2014.

IB Diploma Programme candidates convicted of academic misconduct at Woodstock School have a right to appeal the decision as stated in Article 22 5 found in the General regulations: Diploma Programme document published September, 2016.

References Academic honesty in the IB educational context. IB Publication, November 2016, ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf.

Academic Integrity. IB Publication, October 2019, ibo.org/contentassets/76d2b6d4731f44ff800d0d06d371a892/academic-integrity-policy-engli sh.pdf.

Diploma Programme: From principles into practice. IB Publication, September 2014, xmltwo.ibo.org/publications/MYP/m_0_mypxx_guu_1609_1/IBdocs/m_0_mypxx_guu-nc _1405_3_e.pdf.

4

General Regulations: Middle Years Programme. IB Publication, April 2014.

5

General Regulations: Diploma Programme. IB Publication, September 2016.

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General Regulations: Diploma Programme. IB Publication, September 2016, resources.ibo.org/data/d_0_dpyyy_reg_1609_2_e.pdf.

General Regulations: Middle Years Programme. IB Publication, April 2014, ibo.org/globalassets/publications/become-an-ib-school/myp-general-regulations-2016-en.p df.

MYP: From principles into practice. IB Publication, May 2014, spps.org/site/handlers/filedownload.ashx?moduleinstanceid=38342&dataid=21191&FileNa me=arts_guide_2014.pdf.

Programme standards and practices. IB Publication, March 2016, ibo.org/globalassets/publications/become-an-ib-school/programme-standards-and-practice s-en.pdf.

Appendices Appendix A: Academic Honesty Frequently Asked Questions Appendix B: Case studies of academic honesty in a variety of MYP disciplines Appendix C: Case studies of academic honesty in a variety of DP courses Appendix D: Academic Honesty Agreement Form Appendix E: IB Student Declaration Form Appendix F: Academic Honesty Pledge Policy Updates History: Date

May 2018

Reviewed by &

Approved by &

Date of review

Date of approval

Policy rewritten to align with IB

Ed Team

requirements

Date: 11 May 2018

Next review

May 2019

Date: May 2018

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May 2019

Policy rewritten to address

Ed Team

clarity about levels and

Date: 22 May 2019

May 2020

procedures, and to rename Honor Council as Academic Honesty Council Date: May 2019 November

Policy rewritten to revisit and

2020

make changes to the AHC levels and consequences and address clarity on IB guidelines regarding academic infringements and malpractices Date: November 2020

February 2022 Policy was reviewed and changes made to Levels of

Ed Team

February 2023

23 February 2022

infraction and consequence.

The review committee also added a section on how the policy should be communicated to the Woodstock community

Review & Revision Woodstock School’s academic honesty policy will be reviewed annually by a committee of different subject group teachers, the IB Coordinators, and the school librarian to make sure the school meets the academic requirements of the IB. Any revisions or edits will be sent to the Education Team for approval.

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Policy owners:

IB Section Coordinators, Mousummi Basu and Imtiaz Rai

Approval required:

Education Team

3.13.1 Appendix A: Academic Honesty Frequently Asked Questions 1. What style guide does Woodstock School use?

Woodstock School uses Modern Language Association (MLA) for citations and referencing.

2. Why cite?

Proper citation is a key element in academic scholarship and intellectual exchange. When we cite we: ❏ show respect for the work of others; ❏ help a reader to distinguish our work from the work of others who have contributed to our work; ❏ give the reader the opportunity to check the validity of our use of other people’s work; ❏ give the reader the opportunity to follow up our references; ❏ show and receive proper credit for our research process; ❏ demonstrate that we are able to use reliable sources and critically assess them to support our work; ❏ establish the credibility and authority of our knowledge and ideas; ❏ demonstrate that we are able to draw our own conclusions.

3. What should we cite?

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As creators/authors, we are expected to acknowledge any materials or ideas that are not ours and that have been used in any way, such as quotation, paraphrase, or summary. The term “materials” means written, oral, or electronic products and may include the following: ❏ Text ❏ Visuals ❏ Audio ❏ Graphics ❏ Artistic images ❏ Lectures ❏ Interviews ❏ Conversations ❏ Letters ❏ Broadcasts ❏ Maps 4. What is the difference between collusion and collaboration?

Defining the difference between collaboration (which is allowed) and collusion (which is not allowed) can sometimes be difficult: what is acceptable in some circumstances may not be acceptable in others. The definitions and examples below serve as guidelines. ❏ Collaboration is when two or more students work together in ways acceptable to the teacher setting the assignment. Much classwork is collaborative. Collaboration may sometimes be acceptable outside the classroom. ❏ Collusion is when two or more students work together in ways which are not acceptable to the teacher setting the assignment. Collusion is cheating, and everyone involved may be liable to punishment. This includes cases where one student allows his work to be copied by another student: both students are colluding, and both will be punished. ❏ One good rule of thumb: Is the student learning something? ❏ If someone else is doing the work, the answer is NO. This is collusion and is not acceptable.

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❏ If the student, all students, are working together, then they may all be learning together. This may be seen as collaboration. Collaboration is allowed except when the teacher has said that the work must be done by the student, working alone and without help.

3.13.2 Appendix B: Case Studies of Academic Honesty in a Variety of MYP Disciplines Middle Years Programme Activity

Culminating Project: Personal Project

Scenario

An MYP year 5 student is completing her personal project on sustainable transport.

However, she changed her idea for the project very late in the learning process. As advised on the academic honesty form for MYP projects, she met with her supervisor three times, and the teacher signed off her work to date. Now the student is concerned that the form does not include any of her current research and decision-making, and her supervisor is unaware of her new direction. The supervisor reminds the student about the importance of the process journal, and its purpose: to document progress throughout the project, including

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developments near the deadline for completion; to record selected, annotated and/ or edited research notes; and to maintain a current bibliography. The teacher explains the relevance of the academic honesty form as a form of communication. As long as the supervisor is aware of the student’s progression of ideas throughout the project, meaningfully recorded in the process journal, there is no need for concern.

Activity

Group Work: Individuals and societies

Scenario

An MYP year 3 student has been part of a three-person group working on a I&S project.

The student has found it challenging working in a group. One member of his group has copied and pasted material from an unattributed source in material that she was supposed to have created herself. The teacher works with the group and especially with the student who copied and pasted the material and is not yet academically proficient in the school’s teaching language. (In learning a new language, students are often able to recognize relevant content before they can generate their own.) The teacher provides the student with additional opportunities to practice paraphrasing skills and may use peer-coaching strategies to empower students to work collaboratively when

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documenting sources.

Activity

Oral Presentation: Language and Literature Presentation

Scenario

An MYP student is organizing a presentation for language and literature, which will not be in her best language. The work will be filmed and uploaded to the school s private video channel.

Her presentation is on Ast ́rix et Cl ́op ̂tre and she would like to use extracts of the film and book in her presentation. She wonders whether she needs to ask for copyright permission.

Copyright law is complex and is often nationally-based.

In most cases, copyright infringement occurs when intellectual property is used to make a profit by someone who is not its creator. The school’s video platform is not available to the public, and the project will not be used for commercial gain. If the student documents the film and book appropriately, it is unlikely that any permissions are needed. The teacher uses this example as a way to discuss piracy, responsible use and alternative royalty free print and multimedia resources (including creative commons licensing).

Activity

Creative Work: Design

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Scenario

An MYP student is designing a greenhouse as part of an assignment for MYP design. He is confused about how and whether to acknowledge sources for this project. Isn’t every technique a form of imitation? Is there such a thing as an original idea?

The teacher reviews the MYP design cycle, explaining that inquiring and analysing involves research into a range of existing products that can inspire solutions to the design problem.

The student realizes that by documenting his investigation with references, and developing an accurate bibliography, he is acting with academic honesty. Creativity often builds on the work of others, and new ideas often come from existing products and solutions.

Activity

Independent Work: Sciences

Scenario

As part of a science project, an MYP student has been asked to conduct a series of lab tests but found his results to be inconsistent. He has decided to copy data from his friend, who conducted the same experiment, under the same conditions, and whose observations more clearly confirmed his hypothesis. Before the students submit their projects, the teacher discusses the importance of reporting data accurately. Achievement in the task depends on

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thoughtful analysis, not consistent results across trials or experiments. Copying, creating or manipulating data won’t help students attain a higher achievement level. Scientific thinking relies on the honesty of researchers who design and carry out experiments, and the data they generate.

Table from: “Academic honesty--Middle Years Programme.” Academic honesty in the IB educational context, pp. 14-15. IB Publication, November 2016, ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf.

3.13.3 Appendix C: Case Studies of Academic Honesty in a Variety of DP Courses Diploma Programme Activity

Culminating Project: English A Extended Essay

Scenario

A DP student is writing his English A Extended Essay. He has a scheduled meeting with his supervisor on Monday, where he is meant to submit a draft. Having missed his last meeting because he was off school ill, he is behind schedule and submits a draft consisting mainly of quotes hastily chosen from internet sites.

The supervisor reminds the DP student of the importance of formulating his own ideas on the topic and a plan for the essay before consulting

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other sources. Without this preparation, the extended essay risks being simply a collection of other people’s ideas on the topic, which increases the temptation for the student to pass off others’ ideas as his own.

Activity

Group Work: Psychology Internal Assessment

Scenario

A DP student has been working in a group on her Psychology Internal Assessment. A domineering member of the group is putting pressure on the student to write the reports of the experimental study for everyone in the group. The student being pressurized understands this is inappropriate but wants to be popular with the group.

The teacher notices the group is being dominated by one member and has a quiet talk with the student, reminding her that, although the data collection was done as a group, each member must write up an individual report.

The teacher offers support in communicating this message back to the group.

Activity

Oral Presentation: TOK Presentation

Scenario

A DP student is planning his TOK presentation. In researching the presentation, he uses a variety of sources, including books, websites and newspaper articles. He is not sure

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how to reference these sources in an oral presentation, or even if he needs to do so since it is not a written task. He asks his teacher for advice. The teacher advises the student that it is just as crucial to acknowledge sources in an oral presentation as it is in any other piece of work. The teacher suggests several ways in which the student may wish to do this, including verbal or written acknowledgments throughout the presentation, or with a bibliography on the last slide of the PowerPoint®.

Activity

Creative Work: Visual Arts Studio Work

Scenario

A visual arts student is trying to work out if it is acceptable to do a variation on a famous painting as one of her pieces. She is not sure if that would be considered “copying.” She asks her visual arts teacher for advice.

The teacher advises the student that this is acceptable, as it is common practice for artists to be inspired by, or to adapt, other artists’ ideas. However, the teacher emphasizes that she must explicitly acknowledge the original painting. The teacher suggests titling the piece “After…” so that is very clearly attributed.

Activity

Independent Work: ITGS Internal Assessment

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Scenario

A DP student is completing her ITGS internal assessment. The task requires her to conduct an interview with a client and to submit a written record of it. When she begins writing her analysis, she realizes that she forgot to ask some questions that would have been helpful. She is tempted to fabricate some responses to these questions, as she feels it would make her analysis and solution stronger and help her achieve a better mark.

As the deadline for submitting internal assessments approaches, the teacher initiates discussion with the class on the importance of reporting data accurately, and stresses that each student will be required to sign a cover sheet confirming the authenticity of the work. The student realizes that fabricating her client’s responses could have far-reaching consequences as a case of academic misconduct.

Table from: “Academic honesty--Diploma Programme.” Academic honesty in the IB educational context, pp. 18-19, November 2016. IB Publication, November 2016, ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf.

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3.13.4 Appendix D: Woodstock School Academic Honesty Agreement As a student of Woodstock School, I am dedicated to the highest levels of academic honesty.

During my time at Woodstock School, I will always: 1. behave in a trustworthy manner in all academic situations, including, but not limited to, class and home assignments, exams, tests, attendance, internet use, etc.; 2. follow testing and exam protocols as indicated by the school and the IB; 3. report all suspicion of academic dishonesty to a teacher; 4. complete my own work to the best of my ability, without taking or copying another person’s work; 5. cite my sources thoroughly and accurately (including text, video, audio, visual art, etc.).

During my time at Woodstock School, I will never: 1. lie to manipulate or protect myself/others from consequences; 2. lie to avoid work or required attendance; 3. present another fabricate or falsify data; 4. give/receive improper assistance with any task; 5. use an electronic device in an unauthorized way.

By agreeing to this document, I acknowledge that I have read and understood the Academic Honesty Policy of Woodstock School and the Academic Honesty Policy of The International Baccalaureate Organization. If I breach any of the policies outlined in either document, I understand that I will be subject to the appropriate consequences. If I am elected for any StuCo position, I acknowledge that if I do break the Academic Honesty Code during my term, I will be required to resign.

_________________________________ Signature of community member

________________________ Date

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3.13.5 Appendix E: IB Declaration Form As an IB World School, it is our obligation and commitment to provide our students the best quality of education. To implement the IB Middle Years Programme (MYP) and Diploma Programme (DP), it is essential to be aware and informed about all the requirements and regulations of the MYP and DP. As legal guardians/parents and students of the IB programme, you are kindly requested to read the following documents: ❏ General Regulations: Diploma Programme ibo.org/contentassets/4217cb074d5f4a77947207a4a0993c8f/rules-for-ib-world-schools-dpen-2018.pdf ❏ Academic honesty in the IB educational context ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf ❏ Woodstock Academic Honesty Policy By signing this document, I acknowledge that : ❏ I have received, read, and understood the documents listed above. ❏ I am aware of my role and responsibility as a member of the Woodstock community. ❏ I agree to all the conditions and consequences in the above-mentioned documents and their non-compliance. _________________________________ Signature of community member _________________________________ Name of community member _________________________________ IB Coordinator’s Signature

________________________ Date ________________________ Date ________________________ Date

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3.13.6 Appendix F: Academic Honesty Pledge Students are expected to write in full and sign the following Academic Honesty Pledge on academic assignments, examination cover page, research papers, and laboratory reports: On my honour, I pledge that I will neither give nor receive improper assistance in completing this task.

3.13.7 Appendix G: Academic Honesty during Semester Examinations in Distance Learning A DP student is completing the semester exam via the platform Exam.net. The teacher suspects academic dishonesty, due to some combination of in-person or Zoom monitoring during the exam invigilation, a discrepancy with the scanned PDF or work that was submitted, or a suspicious or plagiarized portion of response identified while grading. The teacher’s first step is to discuss the issue with the student and conduct a viva voce examination in the presence of the subject HOD or a co-teacher within seven days of the original exam to assess the likelihood of academic dishonesty: a. If there is no finding of academic dishonesty by the teacher, the matter will be dismissed. b. If there are still questions about academic dishonesty after the viva voce examination, the recording of the viva voce examination along with a statement of the relevant facts and circumstances will be submitted to the staff members of the Academic Honesty Council for review.

No student AHC members will take part in this review, and the details of the review will remain confidential. The DP Coordinator notifies students and parents that there is to be an investigation into this matter providing only the general context. If desired, the student under review may be requested to submit a statement of facts and a meeting with the student may be called. c. The staff members of the Academic Honesty Council and Education Team will make a determination on academic integrity. d. Depending on the severity and nature of the violation, any combination of the following may be

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imposed: i. Any of the level 2/3 consequences itemized in the table above ii. A grade of zero for the entirety or portion of the examination in question, resulting in a reduced “best fit” semester grade. iii. A required re-test of the content at a later date.

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