IB MYP Academic Honesty Policy ~ 2018-2019

In education, we are continually studying the ideas of others. It is important, in our speaking and writing, that we acknowledge these ideas and give credit where it is due. It is critical for us to uphold academic ideals and support our students in presenting work that reflects their own efforts and talents. This process requires that students have the opportunity to seek a clear understanding of what they know, explore further knowledge for intellectual growth, and develop the ability to use that knowledge to make authentic contributions to our community.

This policy represents our efforts to ensure all parties involved understand our expectations for academic honesty. Our staff will maintain a consistent understanding of our expectations as an International Baccalaureate Programme and have support and flexibility to address academic honesty concerns. This is a critical component of our mission to provide a high-quality education that develops inquiring, caring, open-minded, and principled students, who demonstrate intercultural understanding and respect for all people.

The IB defines academic misconduct as a behavior that results in or may result in, the student or any other student gaining unfair advantages in one or more assessment components. Academic misconduct includes, but is not limited to:

❖ Plagiarism: representing the ideas or work of another as one’s own, intentionally or unwittingly, without proper, clear, explicit acknowledgment.

 ❖ Collusion: supporting malpractice by another student, for example, allowing work to be copied or helping others cheat.

❖ Duplication of Work: presenting the same work for a different assignment or assessment.

The following are examples of plagiarism, collusion, and cheating:

  • Copying another person’s assignment or allowing someone else to copy your assignment.
  • Substituting synonyms for another person’s word choices or restating someone else’s ideas in your own words without crediting the source.
  • Handing in another person’s work as your own.
  • Dividing questions on an individual assignment so that several students answer a portion of the assignment, permitting each other to copy answers. Although group work and cooperative learning are often encouraged, individual assignments must remain the work of the individual student. Always ask your teacher if an assignment may be completed with others. Do not assume it is allowed.
  • Copying sentences, phrases, paragraphs, or pages from books, web sites, or other sources without providing citations. Writing should be either original or attributed.
  • Using intellectual property (pictures, graphs, diagrams, quotes, books, films, music recordings, television, or any other media) without proper citations.
  • Taking answers from a classmate’s quiz or test paper, using a crib/cheat sheet or sharing answers during a testing situation.
  • Falsifying data, conclusions, and answers and presenting them as fact.
  • Stealing, taking images of assessments.
  • Discussing exam questions in any manner with students who have yet to take the exam.

The community at Goshen International Middle School is committed to producing principled students as defined by the IB Learner Profile.

  • “Principled: act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups and communities. They will take responsibility for their own actions and the consequences that accompany them.” ©International Baccalaureate 2014

Expectations of the Student 

The student will:

  • Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
  • Request clarification, when needed, of expectations for assignments.
  • Take pride in their original thoughts and work.
  • Utilize appropriate citations and include works cited.
  • Refuse to participate in any form of academic dishonesty.
  • Accept responsibility and consequences for their actions.

Expectations of the Teacher 

The teacher will:

  • Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
  • Teach and practice the ATL research category skills under information research and media literacy to develop student understanding of academic honesty practices
  • Model appropriate citations for works cited.
  • Support student understanding of plagiarism, collusion, duplication of work, fabrication, and cheating.
  • Design assignments that do not lend themselves to academic misconduct.
  • Provide students with clear expectations for individual assignments.
  • Provide students with clear expectations for assignments that allow for collaborative work.
  • Provide students with clear guidelines as to the range of permissible resources used on a particular assignment.
  • Provide students with ongoing support on the requirements for citing and acknowledging original authorship.
  • Provide guidance on the distinction between valid collaboration and unacceptable collusion.
  • Advise students on what constitutes intellectual property and authentic authorship.
  • Provide students with clear expectations of the possible consequences for unethical conduct.

Responsibility of Administrators 

The administrators will:

  • Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
  • Consistently and fairly apply penalties for infractions of this policy.
  • Provide ongoing support for the school community in understanding and implementing the Academic Integrity Policy.

Expectations of Parents/Guardians 

The parents/guardians will:

  • Familiarize themselves with the GIMS Academic Honesty Policy.
  • Actively engage in open dialogue regarding academic honesty and possible consequences with their student.
  • Support students with self-advocacy when and if their student is confronted with academic dishonesty situations.
  • Communicate with appropriate staff regarding academic honesty questions or concerns.
  • Read and sign the MYP GIMS Academic Honesty Policy with his or her student(s).

Consequences for Academic Dishonesty

All academic dishonesty is serious. The consequences for each instance can vary depending on the severity of each case with a tiered system in place as a guideline to the possible consequences. When determining which tier is appropriate, the student’s mitigating and aggravating circumstances will be used to determine the level of negligence and pre-meditation for each instance, with the level of consequences increasing with each applied tier. These are only examples and should be used as a guide as each case will be treated on an individual basis.

Examples for each Tier:

  • Tier I – Daily homework, practice assignments, in classwork that is not a test or a quiz.


  • Tier II – Written papers, tests, using notes on a test or quiz unless stated that it is appropriate to do so, plagiarizing another’s words or ideas (including data downloaded from the Internet) in a report, research paper,  sharing the content or structure of a test or quiz with another student, repeatedly violate tier I. Helping others to commit academic malpractice.


  • Tier III – Externally moderated/scored assessments such as IB Internal Assessments and written examinations or state standardized tests. Major class assignments, projects, and papers, obtaining a copy of the test prior to the test. Helping others to commit academic malpractice. Participating in large scale (3 or more students) malpractice.

Possible Consequences

Violations to the honor code will be handled on a case by case basis depending on a variety of circumstances.  Some of the possible consequences of violations may include, but are not limited to:

  • Tier I – Verbal warning, redoing the assignment for only partial credit, loss of credit for the assignment.


  • Tier II – loss of credit for the assignment, take a course on academic honesty, an additional assignment given


  • Tier III – Failure of a course, withdrawn as an IB candidate, notification to an outside agency in the case of IB, AP or dual credit. A parent will be notified.  Automatic review of the case by the Honor Code Panel.

Appeals process:

An Honor Code Panel consisting of a group of teachers and an administrator will convene as necessary.

  • Tier I: No appeals.  Classroom teacher decision is final.


  • Tier II: The student may appeal the decision of the teacher.  The Honor Code Panel will examine the facts of the case after student and teacher input is given.


  • Tier III: Automatic appeal.  Once a Tier III violation has been reported the Honor Code Panel will automatically examine the circumstances and consequences.