Academic honesty in the IB

Across all programmes, IB learners’ work needs to exemplify the values of honesty and integrity, both of which underpin the IB curriculum. Almost all learners behave honestly but a few do not. In the 21st century, opportunities for misuse of resources and misunderstanding of expectations are significantly greater than in the past. This paper outlines the challenges that learners face in demonstrating honesty and how teachers, schools and learners themselves can share responsibility for ensuring that all actions in support of academic honesty are integrated and consistent. The paper suggests actions for the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP), and recommends that IB World Schools create policies for academic honesty that support learners and safeguard the integrity of IB awards. Policies and procedures need to be especially clear on managing collusion and plagiarism as, in these two areas in particular, learners need to develop specific skills in order to be able to apply the rules and to understand why doing so is important. In cases where formal citation is expected, schools should provide detailed guidance to learners. There is much good practice already in use on pedagogical approaches to managing academic honesty and on deterring learners from plagiarism. By creating a local academic honesty policy, drawing upon and using such guidance and good practice, schools will help ensure they can manage these complex issues.

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