This document summarizes a presentation on promoting academic honesty in international schools. It discusses how schools should focus on prevention over punishment by explicitly teaching students skills like citation. Teachers also need training to avoid common mistakes. While cheating is a significant problem, schools can reduce plagiarism through lessons on topics like bibliographies. The presentation emphasizes starting early by integrating academic honesty into curriculum and involving students, teachers, and parents.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
What can largescale assessments like PISA and TIMSS say about education systems?Christian Bokhove
I gave this public lecture on the 4th of November (9am UK time, 16pm Indonesian time) to a mainly Indonesian audience. The lecture was hosted by Magister Program of Mathematics Education, Universitas Syiah Kuala (Unsyiah) and more than 500 people attended.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
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Sheila Clonan, Ph.D., Educational Solutions CNY
Michelle Storie, Ph.D., Central Square CSD; Educational Solutions, CNY
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
What can largescale assessments like PISA and TIMSS say about education systems?Christian Bokhove
I gave this public lecture on the 4th of November (9am UK time, 16pm Indonesian time) to a mainly Indonesian audience. The lecture was hosted by Magister Program of Mathematics Education, Universitas Syiah Kuala (Unsyiah) and more than 500 people attended.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
The Reading League: Reading Assessment; May 11, 2017Doreen Mazzye
Individual Readin Assessment: What is it, How does it happen, and What does it mean?
Sheila Clonan, Ph.D., Educational Solutions CNY
Michelle Storie, Ph.D., Central Square CSD; Educational Solutions, CNY
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
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Critical Thinking Process
ORIGINALITY REPORT
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Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
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2. This paper investigates academic honesty in the digital age, and offers constructive advice, including tips,
skills and policy guidelines, for international educators. Schools must focus on the promotion academic
honesty rather than the punishment of academic dishonesty. Research shows that the single most
important factor in promoting a school culture of academic honesty is the attitude of the students. If
students value academic integrity, then their peers are less likely to cheat or plagiarize. Students must be
taught explicitly to value academic honesty and how to practice academic honesty in the digital age.
Practical tips are given about how to create a culture of academic honesty in the digital age. Students and
teachers should discuss and include academic honesty in their Essential Agreements from a young age.
Teachers must learn precisely how to cite, write bibliographies, use the internet effectively, give references
within presentations, or acknowledge a work of art. Strategies for integrating academic honesty into the
curriculum are presented with examples or vignettes of successful methods, including Academic Honesty
in the Primary Years. The best online tools are presented. Practical strategies are suggested for students,
teachers, parents, teacher-librarians, and administrators. There are tips about how to write a school’s
Academic Honesty policy by involving the school community to reflect the school’s mission.
There is a brief discussion of the importance of academic honesty as the bedrock of academic institutions
in free societies, and the links between academic honesty, Ways of Knowing, the Learner Profile, and
international-mindedness.
3. Primary Objectives:
● Learn about AH issues facing educators and schools
● Identify common mistakes made by students, teachers, and
schools
● Thoughtful conversation about the IB Position on Academic
Honesty
4. The most important learning:
● Support students, and focus on promoting academic
honesty instead of punishing academic dishonesty
● Move from academic honesty to educational integrity and
relate AH to mission, school values, ethics, etc.
● Begin young with student involvement
● Train teachers: skills and issues in the Digital Age
5. Structure of this talk
1. a survey of the academic discourse about educational
integrity, and some results from research in the field
2. how this discourse can and should be applied to international
schools, and international schools in particular
3. some practical tips for international educators about
addressing academic integrity at your school
6. school leaders:
AH, EI, issues, etc.
stakeholders:
academic honesty policy
students: tips, tools, procedures, how to cite, etc,
including the critical thinking and research skjills
7. The importance of including sources first
● Get students to think about how their ideas are influenced
by the ideas of others
● Referencing requires “thinking, writing, and signaling”:
○ inquirers, reflective, communicators, principled, etc.
8. Works Cited
"Acadmic Honesty." Online Curriculum Centre. International Baccalaureate Organization, 2012. Web. 31 Jan. 2014.
"APFEI | Asia Pacific Forum on Educational Integrity." APFEI, 2013. Web. 31 Jan. 2014.
Carroll, Jude. "Academic honesty in the IB." IB position papers. International Baccalaureate Organization, 21 Feb, 2013. Web. 31 Jan. 2014.
Crace, John. "Jude Carroll: Original Thinker." The Guardian. Guardian News and Media, 26 Apr. 2005. Web. 16 Mar. 2014.
Davis, Stephen F., Patrick F. Drinan, and Tricia Bertram Gallant. Cheating in School: What We Know and What We Can Do. Chichester, U.K.: Wiley-
Blackwell, 2009. Print.
Garza, Celina. Academic Honesty Workshop. Proc. of IBAP Regional Conference 2014, Singapore, International Baccalaureate Organization, 2014.
“ICAI | The International Center for Academic Integrity.” ICAI, 2014. Web. 15 Mar 2014.
Josephson, Michael. "CHARACTER COUNTS!" Josephson Institute of Ethics, 20 Nov. 2012. Web. 15 Mar. 2014.
Nicolson, Malcolm, Personal Interview, 28 Aug, 2013.
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Skaar, Havard, and Hugo Hammer. "Why Students Plagiarise from the Internet."International Journal for Educational Integrity. APFEI, Dec. 2013.
Web. 31 Jan. 2014.
Stephens, Jason M and Nicholson, Heather, Cases of Incongruity: Exploring the Divide between Adolescents' Beliefs and Behavior Related to
Academic Dishonesty, Educational Studies, v34 n4 p361-376, Oct 2008.
15. In the past 15 or 20 years, we see an
emerging academic discipline:
Educational Psychologists and others are
studying academic integrity, cheating or
dishonesty, educational ethics, etc.
Some questions they ask:
17. The IBO’s position paper states (without evidence):
“Almost all learners behave honestly but a few do not.”
(Carroll, 2012, p.1).
18.
19. How can we measure whether students are copying from the
internet, plagiarizing, etc?
● Alfie Kohn suggests a revolutionary new method . . . .
20. Josephson Institute (2012) interviews more than 20,000 High
School students every two years:
○ 32% of students self-report copying and pasting from the
internet for a school assignment;
○ 51% of students self-report cheating on a test.
21. Håvard Skaar and Hugo Hammer from Oslo and Akershus
University College, Norway (2013)
● investigate secondary school students' plagiarism of internet
sources in essay writing:
○ 75% of students reported plagiarising from online
sources;
○ plagiarism accounted for 25% of the total amount of text.
22. There are many similar studies. There is an
overwhelming consensus that:
● cheating or academic misconduct is a significant
problem;
● the issues involving cheating or dishonesty
(including the methods) are more complex
because of the internet;
● there is currently a disconnect in the attitudes
between educators and students.
23. Håvard Skaar and Hugo Hammer from Oslo and Akershus
University College, Norway (2013)
● ask: what factors correlate to incidence of plagiarism?
○ grades (better grades, less plagiarism)
○ explicit education about plagiarism and methods of
citation (more education, less plagiarism)
○ bibliography (papers with a proper bibliography are
significantly less likely to contain plagiarism)
● no significant correlation for gender
24. As educators, two of these three factors
are within our control:
Explicitly teaching students about
academic honesty, methods of citation,
and ESPECIALLY about how to write a
proper bibliography (in timetabled
lessons) is likely to reduce the frequency
of plagiarism.
26. Jason M. Stephens (2008), Associate Professor of
Educational Psychology at UConn, has classified
the reasons into four categories:
● under-interested
● under pressure
● unable
● unrepentant
30. the problem is deep-rooted:
From
ACADEMIC
HONESTY to
EDUCATIONAL
INTEGRITY
31. The past ten years:
From Academic Honesty to
Educational Integrity
Naughties (00s):
Academic Honesty
A few students plagiarized
Plagiarism was deliberate
Using plagiarism-detection systems
Focus on text
Blame on students
Reactive punishments
Addressed to the individual
Honesty is assumed as the norm
Tens (2010s)
Educational Integrity
Many students are plagiarizing
Plagiarism is often unintentional
The systems must be scrutinized
Art, images, collusion, etc.
Blame on teachers and schools
Proactive lessons
Addressed to the School Community
Honesty is consciously developed
32. Educational Integrity
Does a school honor its contracts and commitments?
Do kids cheat or bully on the playground?
Are teachers hired with honest promises?
Does the school have policies to reduce conflict of interests?
Are promotions and interviews conducted ethically?
Is the school’s budget transparent?
Do teachers cut and paste images from the web into their PPTs?
33. Gary Pavela (ICAI, 2014) has identified 4
stages of Institutional Development
Stage One: "Primitive"
no policy or procedures (or minimalist)
Stage Two: "Radar Screen"
early efforts: public debate and
concerns
Stage Three: "Mature"
policies and procedures known and
supported
Stage Four: "Honor Code"
heuristic: awareness as an institution
34.
35. Task:
Academic Honesty Checklist
for international schools
For each descriptor, mark it:
3 = Absolutely 2 = Mostly 1 = Partially 0 = Not at all
36. Our school has an Academic Honesty Committee
Our school has a clearly articulated Academic Honesty policy
Our Academic Honesty policy is transparent and easily available
Our Academic Honesty policy clearly outlines the rights and responsibilities of
younger students, older students, teachers, and school leaders
Staff training time is set aside for Academic Honesty
Lessons are set aside for students to learn Academic Honesty
Students and teachers are taught the technology tools for AH in the Digital Age,
such as online bibliographies, plagiarism detection services, search engines,
image editing, etc.
Our Academic Honesty policy emphasizes prevention over punishment
Our policy goes relates academic honesty to greater issues of honesty, such as
the Learner Profile attributes
Our Academic Honesty policy clearly defines the procedures for a suspected
case of dishonesty
There is a committee or a panel of judges to adjudicate cases of suspected
dishonesty
There is a process in place for the review and revision of the Academic Honesty
policy, either every year or every other year
37. Our teachers are well aware of our AH policy
and they actively support it
Our students are well aware of our AH policy
and they actively support it
Our parents are well aware of our AH policy
and they actively support it
What evidence is there?
38. “We investigate hundreds of cases of academic
dishonesty each year, and in the majority of cases
the problem is that the student was not intending to
cheat, but that they were never taught properly in
terms of ATL skills. For example, the student was
poorly taught how to cite, how to write a
bibliography, how to reference a work of art, etc.”
Malcolm Nicolson (2013),
Head of Development for the IBDP
40. a task
which age group is closest to your heart?
primary years?
middle years?
high school years?
divide into groups of 3 - 4, based on the answer
develop three important methods for teaching (academic)
honesty to students in our schools
WRITE each point in 140 characters or less
contribute those 1 - 4 points to: todaysmeet.com/TAISI OR
twitter #taisi14
41. Summary of IB Position Paper
(Jude Carroll, 2012)
● Support learners
○ most important lesson: students need help in this area
● Policies and procedures need to be especially clear
○ to teachers, too, if plagiarism or collusion is suspected
● Learners need to develop specific skills
○ technology and timetabled lessons
● Schools should provide detailed guidance to learners
○ MLA, useful sites, etc.
● Create a local academic honesty policy
○ involve teachers and parents
42. In the Primary Years
● Essential Agreements
○ most important lesson: students need help in this area
● Relate to Learner Profile
● Involve Parents
● Age Appropriate Measures
○ promote understanding, not fear
● Teacher training and Modeling
43. In the Middle Years
● 21st century Skills
○ Research Skills, Bibliography, Citations, etc.
○ Thinking Skills: is this really your idea?
○ Communication Skills
○ Social Skills
● Early Awareness and Understanding of Consequences, with
increasing stakes
● Specific tasks and lessons, including task-specific clarifications that
include referencing in the rubric
● Paraphrasing and active discussions of spiraling complexity
● More teacher training and Technology Tools
44. Twelve Skills for Teachers
and Students
1. Writing a Bibliography using the school’s suggested format
2. Writing Citations onto Images
3. Explaining Sources in a Presentation
4. Using Headings in a Word Processor
5. Using the Research Tool in Google Docs or the References
Tab in Microsoft Word
6. Paraphrasing and Summarizing
7. Using the Creative Commons Search Engine
8. Using “Reverse Image Search” in Google
9. Distinguishing between Primary, Secondary, and Tertiary
sources
10. Publishing a document with an Open Source License, such as
cc-by-sa 3.0
11. Parenthetical Citations, including Page number
12. Mastering unusual citations, such as films, interviews, lectures,
class discussions, etc.
45. In the High School
● Very clear assignments
● Focus on process
● Very clear procedures and definitions, including technical terms:
collusion, malpractice, etc.
● Guarded use of plagiarism detection services
○ teach students to submit
● Scoratic discussions, e.g.: What is Art?
● Signed pledge
● Clear processes, including specific roles of teachers, librarian, EE
Coordinator, Program Coordinator, etc.
48. ● community involvement, including teachers
● the IB definitions of plagiarism, collusion and the duplication of work
● appropriate reference to the IB learner profile
● guidance on the distinction between legitimate collaboration and
unacceptable collusion
● information on what action will be taken by the IB if a candidate is
suspected of malpractice and subsequently found guilty
● an extract from the provisions of the Regulations relating to
malpractice.
● a link should lead the reader to the IBO AH policy
49. ● clearly defined processes: step-by-step: what will happen if academic
misconduct is suspected?
● teachers must know what to do if they suspect plagiarism
● up to the school, but be clear: missed deadlines? rewrites? etc.
● clearly defined roles and responsibilities
● e.g. who will check the turnitin report? what to do if there is a
problem?
● rights of the student: due process and an appeals process
● which referencing style
50. IB Category 3 Workshop:
Academic Honesty
● Recommended for someone from your school
● Lots of information about:
○ how the IB investigates Academic Misconduct
○ what is considered plagiarism
○ the “Naughty List”
○ the legal team in Geneva and paper mills
● Celina Garza, Academic Honesty Manager, Cardiff
● increasing transparency from the IB
● how to write your Academic Honesty Policy
51. IB Cases of Academic
Misconduct, source: IB
Workshop on Academic
Honesty
52. Common Mistakes by Students
● copy and paste
● overdependence on the internet
● not citing unusual sources, such as lecture notes
● not understanding “collusion”
● thinking about “not getting caught”
● doing Bibliography last minute
● saying mentally “I will cite that later”
● not using the Bibliography Database and other Word Processor
tools
● thinking a URL is a reference
● inflating their Bibliographies, or not proofreading them
53. Common Mistakes by Teachers and Librarians
● focus on punishing dishonesty instead of promoting
honesty
● assuming children understand right and wrong
● oversimplifying the complexity of citing in the digital age
● the same mistakes students make, especially thinking
about “not getting caught”
● not using the tools properly
● not enough professional development in this area
● overdependence on turnitin
● misreading turnitin
54. Is there any good news?
● Absolutely! International schools, with vigilance, and
discussions like these, create best pre-Univ preparation on
this issue.
For example, the IB publishes statistics on AH:
● Of 142,00 candidates, we still have only 1200 cases -- that
includes cases that were dismissed or “not guilty”.
55. Final words
● Please support students and be compassionate towards
young learners
● Academic Honesty addresses issues of how we construct
knowledge
● Understanding referencing, construction of knowledge,
intellectual property, copyright law, etc. is complicated
56.
57. The Sydney Opera House does not
allow photographers to use its image.
This photo is from a Picasa site which
seems to belong to someone named
Zakia Karmal. I assume she is the girl
in the photograph, but maybe not --
maybe she is the photographer, or the
person who owns the camera, or the
person who owns the boat, or the
person who hired the boat and the
photographer. Copyright law is
complicated. As long as she is not
using the photograph for “commercial
purposes,” SOH won’t sue her , but if
her photograph gets a million hits, and
she becomes famous . . . .
63. Activity 1:
In your groups of six:
Take the handout, a “term paper” by a student
named Orlov.
For each of the 15 arrows, determine whether the
student is correct, or incorrect, and give a reason.
Enter your decision and your reason into the
Google Doc:
https://docs.google.com/forms/d/1c-
TYw9DMv0mBj9Vj0v7GpyjDCIlA_9o4JoX08084Sx8/
viewform
64. Secondary Objectives:
● Tips about specific skills to promote Academic Honesty for
teachers and students
● Distinguish between citations, references, Bibliography,
Works Cited, etc.
● Conversation about Wikipedia
● Gain skills in common applications, such as Microsoft Word
or Google Docs
66. Activities
1. Learn how to use Headings, Contents, the Bibliography Database and
referencing tools in Microsoft Word
2. Learn how to write a citation directly onto a jpeg using a web-based
photo-editor
3. Learn how to correct common errors when using MLA to write in-text
citations
4. Learn how to use the CC search engine and similar tools to find
resources in the public domain
5. Learn how to embed an image directly into your presentation without
downloading or fussing with image files
We may also discuss:
1. Setting up a Google Accounts for Education account for your school
2. Setting up a diigo or Pocket account for your school