Academic Integrity Policy

Tamagawa Academy International Baccalaureate Division Academic Integrity Policy 2022.

Contents.

1. Philosophy of Academic Integrity.
2. Definition of Academic Integrity.
3. Definition of Academic Misconduct.
4. Types of Academic Misconduct.
5. Tamagawa Academy International Baccalaureate Division’s responsibilities in supporting students.
6. Expectations and Responsibilities of Teachers.
7. Expectations and Responsibilities of Students.
8. Responsibilities of Parents and Guardians.
9. Investigation of suspected Academic Misconduct.
10. Consequences of Academic Misconduct.
11. Dates of Review.
12. Works Cited.

1. Philosophy of Academic Integrity.

Tamagawa Academy International Baccalaureate Division supports the International Baccalaureate’s philosophy on academic integrity, recognising it as a guiding principle in education linked to the International Baccalaureate Learner Profile attribute of “principled”. The International Baccalaureate Division is committed to install within all students, staff, and parents a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment.

Tamagawa Academy International Baccalaureate Division supports the International Baccalaureate’s zero tolerance policy on academic integrity and is committed to creating and promoting a culture of it throughout the International Baccalaureate Division where it is insisted that all students must act in a responsible way, producing legitimate, authentic, and honest work.

Tamagawa Academy International Baccalaureate Division recognises that academic integrity is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role-modelling and taught skills.

ページトップへ戻る

2. Definition of Academic Integrity.

Academic Integrity is acting in a responsible way, resulting in students producing legitimate, authentic, and honest work.

In order to produce work that meets the academic integrity standards, students must:

• a)
  Be responsible for producing authentic and genuine individual and group work.
• b)
  Acknowledge the ideas of others through correct citing and referencing.
• c)
  Use information technology and social media correctly.
• d)
  Show ethical and honest practice in examinations.

If students do not show academic integrity through the International Baccalaureate’s rules and regulations, they are in danger of showing academic misconduct, which means trying to get an unfair advantage before, during or after an assessment. This is punishable by both the International Baccalaureate and Tamagawa Academy.

ページトップへ戻る

3. Definition of Academic Misconduct.

Academic misconduct is:

• Deliberate or inadvertent behaviour that has the potential to result in the student or anyone else gaining an unfair advantage in one or more components of assessment.
• Behaviour that may disadvantage another student.
• An act that threatens the integrity of International Baccalaureate examinations and assessments that happen before, during or after them (International Baccalaureate Organization 3).

ページトップへ戻る

4. Types of Academic Misconduct.

(International Baccalaureate Organization 31-45).

ページトップへ戻る

5. Tamagawa Academy International Baccalaureate Division’s responsibilities in supporting students.

• To create, maintain and follow an academic integrity policy.
• To ensure that all members of staff fulfil their responsibilities for teaching a variety of practices related to academic integrity and reflect its five fundamentals—honesty, trust, fairness, respect, and responsibility.
• To follow the established procedures when a case of potential academic misconduct has been raised, as shown in part 9 of this policy.
• To create a school culture of academic integrity where respect for all is nurtured.
• To share assessment instructions with students for each subject giving a clear outline of the rules regarding academic integrity.
• To maintain, share and explain the Academic Integrity Student Guide which covers its importance, how students can ensure their work meets the International Baccalaureate and Tamagawa Academy’s standards and the consequences if they do not do so.
• To provide students with lessons on academic integrity through International Baccalaureate Core classes and reinforced through individual subject lessons.
• To celebrate the International Baccalaureate Learner Profile attribute of principled in monthly International Baccalaureate Assemblies.
• To hold parent workshops on academic integrity throughout the year.
• To hold parent coffee mornings referring to academic integrity throughout the year.

ページトップへ戻る

6. Expectations and Responsibilities of Teachers.

a) Expectations.

Teachers are the main representatives of academic integrity in the classroom and their role in upholding it is as important as the programme coordinators.

Teacher’s conduct in the classroom sets an important example to students so they must be aware of the school’s academic integrity policies and procedures and the International Baccalaureate’s expectations.

Teachers must be aware of and must follow their subject’s guidelines regarding academic honesty as set out in its International Baccalaureate guide. Examples include the amount of teacher help that is allowed for each assessment component and the number of rough drafts students are allowed to submit for feedback.

If academic misconduct occurs within their subject, teachers should not only view it as poor behaviour but should also consider whether it highlights an issue with the teaching and learning process that has occurred beforehand. The purpose of education is not only to achieve high grades but also to teach students the knowledge and skills that they will require in the future.

When investigating occurrences of academic misconduct, before developing an appropriate plan to address the issue, teachers need to consider the reasons why the student(s) engaged in it, such as:

• Unintended acts caused by ignorance or lack of understanding of the expectations to create authentic work.
• Students not understanding the International Baccalaureate’s rules and regulations.
• Students not understanding the consequences of their actions.
• A lack of training in the required skills, for example, on how to reference.
• Poor time management.
• The trivialization of academic misconduct incidents.
• Poor satisfaction with their teachers and their assessment tools.
• Lack of punishment for those who engage in academic misconduct.
• The ease with which information is obtained from the internet and the general belief that the information available there belongs to all and can be used without the need to reference it.
• The easy access to support services, such as writing or tutoring services.
• The pressure to be successful in their studies and achieve excellent results.
• Inconsistent messages, instructions and training received from teachers as to what constitutes academic misconduct.

The topic of academic integrity must be part of the curriculum design, commencing with the inclusion of the topic at the beginning of the studies (school year, unit) and continuing with it.

Proving a supportive environment that allows students to learn while developing the required skills is preferable to punish the shortcomings of the students immediately. Allowing students to learn and practice will better equip them to grasp the significance of academic integrity (as done in IB Core classes).

Formative assessments such as tests, projects, assignments, essays, reports, and quizzes can be used as practice to reinforce the topic of academic integrity with students. They provide teachers with the opportunity to give feedback and advice on areas that need improvement.

Teachers can create activities in class that focus on the prevention of academic misconduct, which will help to create an agreed understanding of the rules and regulations. These will support students in understanding the ethical need for, and the importance of, academic integrity.

When an incidence of academic misconduct occurs, teachers must report it to the relevant Programme Coordinator, as shown in part 9 of this policy (International Baccalaureate Organization 13).

b) Responsibilities.

Teachers should have an extensive understanding of the requirements for their teaching subjects and should be given support from their school in attending professional development workshops.

Teachers should offer adequate and fair support to their students, helping them develop a conscientious and responsible attitude to their learning process, allowing them to understand the ethical implications of all scholarly work.

Students need time and support to develop the skills to correctly reference a piece of work, how to produce authentic work and how to conduct research in a responsible and ethical manner. These skills should be delivered to students in a supportive environment.

Teachers must support their school and Programme Coordinators on the processes for managing academic integrity incidents and are also responsible for:

• Ensuring that students have a full understanding of the expectations and guidelines.
• Ensuring that students understand what constitutes academic misconduct and its possible consequences.
• Planning a manageable workload so students can allocate time effectively to produce work according to the International Baccalaureate’s expectations.
• Giving feedback and ensuring students are not provided with multiple rounds of editing, which would be contrary to instructions in the relevant subject guides.
• Ensuring that all work is appropriately labelled and saved to avoid any error when submitting assessments to the International Baccalaureate.
• Developing a plan to cross reference work across multiple groups of students when they are preparing to submit final pieces of work in order to prevent collusion.
• Responding to student academic misconduct and supporting the school’s and the International Baccalaureate’s investigations.
• Responding to school maladministration and supporting the school’s and the International Baccalaureate’s investigations (International Baccalaureate Organization 14, 47).
• Creating an instruction booklet for students which is given to them at the start of every assessment. The booklet should give an outline of the expectations regarding academic integrity. Examples include rules regarding group work, and the use of, and design of, when necessary, support materials in exams.
• Requiring students to hand in a Student Academic Integrity Form every time they submit an assessment for a Tamagawa report card and / or external International Baccalaureate assessment component to ensure that students are consistently reminded of their responsibilities regarding academic integrity.
• Run each student’s work through Turnitin when external sources have been used. Support will be provided on how to do this.

Advice.

• It is a good idea, where possible, to ask students to keep a record of their planning, thought and written process throughout their assessment. An example is getting them to complete the whole process on a Google Document which allows the teacher to keep a record of any changes. This will support the student if they are being asked to explain any part of their assessment in an investigation.

ページトップへ戻る

7. Expectations and Responsibilities of Students.

The following expectations and responsibilities are laid out in the Student Academic Integrity Guide.

• a)
  Expectations of students.
  Tamagawa Academy and the International Baccalaureate expects that students:

  • Act in a Principled way and distinguish right from wrong.
  • Are honest, responsible, and ethical at all times.
  • Follow the guidelines, rules, and regulations for each subject they study.
  • Acknowledge the sources of information they have used and help they have received from third parties.
  • Show balanced behaviour in group work.
  • Know who to go to if they have doubts concerning academic integrity: At Tamagawa Academy, students should report it to the teacher who will inform the Programme Coordinator.
  • Are responsible for the work they hand in.

• b)
  Student responsibilities.

  • Understand and accept the principle of academic integrity.
  • Read the Student Guide to understand Tamagawa Academy’s and the International Baccalaureate’s policy on academic integrity.
  • Complete and submit a Student Academic Integrity Form with every summative assessment.
  • Read the rules for each assessment and ask the teacher if they are unsure of anything.
  • Report suspicions of other students’ academic misconduct to their teacher and / or Programme Coordinator.
  • Create content and complete assessments in an honest manner that are authentic, genuine and reflect their personal level of achievement.
  • Give credit to all the sources that have been used to create all written and oral assessments.
  • Show responsible use of the internet and social media.
  • Abstain from gaining non-permitted assistance in the completion or editing of work such as from friends, relatives, other students, private tutors, essay writing or copy-editing services, pre-written essay banks or file sharing websites.
  • Abstain from giving undue assistance to peers in the completion of their work: Teachers will tell what is allowed and what isn’t allowed in group work (International Baccalaureate Organization 15-16).

ページトップへ戻る

8. Responsibilities of Parents and Guardians.

The following parent and guardian responsibilities are laid out in the Parent Academic Integrity Guide.

• To accept Tamagawa Academy and the International Baccalaureate’s principle of academic integrity outlined in part 1 of this policy.
• To understand, and follow where necessary, International Baccalaureate policies, procedures, and subject guidelines in the completion of Tamagawa Academy and International Baccalaureate assessments, coursework, and examinations.
• To support their children’s understanding of Tamagawa Academy and International Baccalaureate policies, procedures, and subject guidelines that safeguard the authenticity of their children’s work.
• To support their children in planning a manageable workload so they can allocate their time effectively.
• To understand what represents student academic misconduct and its consequences.
• To understand that constitutes school maladministration and its consequences.
• To report any potential cases of student misconduct or school maladministration to the school’s directorate and/or the International Baccalaureate.
• To submit only genuine and/or authentic evidence to support a request for inclusive access arrangements or adverse circumstances considerations to their children.
• To abstain from giving or obtaining assistance in the completion of work to their children.
• To ensure to the best of their ability that their child does not commit any of the academic misconduct as set out in part 5 of this policy (International Baccalaureate Organization 17-18).

ページトップへ戻る

9. Investigation of suspected Academic Misconduct.

• a)
  If Academic Misconduct is suspected, the teacher will notify the respective Programme Coordinator with supporting documentation.
• b)
  The Programme Coordinator will hold an investigation to determine whether misconduct has taken place. The investigation will include looking at the evidence provided and interviewing the student, including allowing him / her to provide an explanation.
• c)
  If evidence of misconduct is confirmed, the Programme Coordinator will notify the subject teacher, Homeroom teacher, Year Level Homeroom Coordinator (Gakunenshunnin), Director of Teaching and Learning and Lead Teacher for Academic Affairs.
• d)
  The Coordinator will email the student and parents in writing and inform them of the consequences and their right to appeal.
• e)
  Students and parents or guardians have the right to an appeal to the Director of Teaching and Learning which must be submitted within 7 school days of the date of the letter from the Programme Coordinator.
• f)
  The Director of Teaching and Learning will consider the appeal.
• g)
  The Director of Teaching and Learning’s decision will be final and will be communicated to the student and parents or guardians in writing.

ページトップへ戻る

10. Consequences of Academic Misconduct.

• a)
  Middle Years Programme: Tamagawa Internal Assessments.

  • The student will receive a grade of zero for all of the criteria the task is assessed against.
  • A note of “# received a grade zero for # due to academic misconduct” justifying any thus awarded “0” will be included in the student’s report comments. Parents, homeroom teachers, and school administration will be notified.
  • The MYP Coordinator will refer the student to the Head of Student Affairs (see part 10e).
  • Note: At the MYP Coordinator and Director of Teaching and Learning’s discretion, students in Grade 6 and 7 who commit a first offence may be able to retake a similar assessment. This will only occur when Subject Teachers feel that the student has committed misconduct with mitigating circumstances. After the Subject Leader presents the evidence the MYP Coordinator and Director of Teaching and Learning will make the final decision and report it to all stakeholders. The MYP Coordinator, Director of Teaching and Learning and theYear Level Homeroom Coordinator (Gakunenshunnin) will hold a meeting with the student involved. This procedure will not be recorded on the student’s report.

• b)
  Middle Years Programme Personal Project:

  • If misconduct is identified prior to the formal submission date to the school but prior to submission to the International Baccalaureate, then the work will be required to be revised and resubmitted in time to meet the formal assessment due date. If the student fails to resubmit by the formal date, an N will be recorded. The student then moves to part e of the process.
  • If misconduct is detected, once the assessment has been formally submitted on the due date and confirmed following investigation, an N will be recorded on the appropriate mark sheet and no grade will be awarded.
  • If teachers detect misconduct after work has been formally submitted and accepted for assessment to the International Baccalaureate, the International Baccalaureate must be informed. The International Baccalaureate will hold an investigation. If the final award committee decides that a case of misconduct has been established, they will come to a decision which in the vast majority of cases will lead to an N grade for the subject concerned.

• c)
  Diploma Programme: Tamagawa Internal Assessments.

  • The student will receive a grade of zero for all of the criteria the task is assessed against.
  • A note of “# received a grade zero for # due to academic misconduct” justifying any thus awarded “0” will be included in the student’s report comments. Parents, homeroom teachers, and school administration will be notified.
  • The DP Coordinator will refer the student to the Head of Student Affairs (See part 10e).

• d)
  Diploma Programme External Assessments.
  If any part or whole of the student’s work is suspected of misconduct, that work must not be submitted to the International Baccalaureate as authentic work. The following courses of action may be followed:

  • If misconduct is identified prior to the formal submission date to the school but prior to submission to the International Baccalaureate, then the work will be required to be revised and resubmitted in time to meet the formal assessment due date. If the student fails to resubmit by the formal date, an N will be recorded. The student will receive a zero on their Tamagawa report card. If the piece of work is also being assessed as a Tamagawa Internal Assessment, the same rules apply as in part c above.
  • If misconduct is detected, once the assessment has been formally submitted on the due date and confirmed following investigation, an N will be recorded on the appropriate mark sheet and no grade will be awarded for the subject concerned. This may seriously impact on the student’s eligibility for the Diploma under International Baccalaureate rules.
  • If teachers detect misconduct after work has been formally submitted and accepted for assessment to the International Baccalaureate, the International Baccalaureate must be informed. The International Baccalaureate will hold an investigation. If the final award committee decides that a case of misconduct has been established, they will come to a decision which in the vast majority of cases will lead to an N grade for the subject concerned.

  The International Baccalaureate has a range of consequences for Academic Misconduct, with the most severe being:

  • No grade will be awarded in the subject concerned.
  • No diploma will be awarded to the candidate.
  • A Diploma Programme course results will be awarded for other subjects where no misconduct has occurred.
  • Permanently disqualifying the student, including refusing to let students do retakes.

• e)
  Tamagawa Academy Punishment for Academic Misconduct.

  • Once Academic Misconduct has been established the student will have to do the following.
    First offence: Meeting with the Head of Student Affairs.
    Second offence: Meeting with The Director of the International Baccalaureate Division.
  • If a student receives a Head of Student Affairs or Director for the International Baccalaureate Division caution in Grades 7-9, he / she will not receive a letter of recommendation for high school that requires the principal’s signature.
  • If a student receives a Head of Student Affairs or Director for the International Baccalaureate Division caution in Grades 10-12, he / she will not receive a letter of recommendation for college that requires the principal’s signature.

ページトップへ戻る

11. Dates of Review.

This policy was reviewed by the International Baccalaureate Division’s Leadership team and staff in September 2021. It was further reviewed in February 2022.

Works Cited

International Baccalaureate Organization, Academic Integrity October 2019. Cross-programme resources - Home - IB programme resources (ibo.org)