“What is malpractice?”

“Even if you are a minority of one, the truth is the truth.”
(Mahatma Gandhi)
“What is malpractice?”
 Plagiarism: representation of the ideas or work of another person as the candidate’s own. The requirement to
acknowledge sources extends beyond text taken from the internet, CD-Rom, books, magazines and journals. The
concepts of intellectual property and academic honesty include the use of footnotes or endnotes to acknowledge the
source of an idea that is not the candidate’s own. For example, a candidate could provide a footnote or endnote in the following
manner if an idea emerged as a result of discussion with, or listening to, a fellow student, a teacher or any other person: “The basis
of this idea was originally expressed by a fellow student during a theory of knowledge seminar.”
 Collusion: supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by
another. For most assessment components students are expected to work independently but with support from their teacher.
However, there are occasions when collaboration with other students is permitted or even actively encouraged, for example, in the
requirements for some interdisciplinary assessments. Nevertheless, the final work must be produced independently, despite the
fact that it may be based on the same or similar data as other students in the group. This means that the abstract, introduction,
content and conclusion/summary of a piece of work must be written in each student’s own words and cannot therefore be the
same as another student’s.
 Duplication of work: the presentation of the same work for different assessment. For example, if a student submits the same or a
very similar piece of work for history assessment and for Language A, this would be viewed as malpractice. However, it is perfectly
acceptable for a student to study one aspect of a topic for an internal assessment and another aspect of the same topic for another
 Fabrication of data: manufacturing data for a table, survey or other such requirement.
I understand the information about academic honesty included in this document. I also understand that the teachers and librarian at Summit Academy will
provide additional clarification as needed, particularly as it relates to collaboration on assignments and the documentation requirements for specific subject
areas. Students who need assistance and clarification need to ask. The consequences for academic dishonesty may result in removal from the IB program and
loss of credit, as well as penalties applied by the IBO. Please keep this document for your records and sign and date Statement of Awareness form.
The foundation stones for a balanced success are honesty,
character, integrity, faith, love and loyalty.
(Zig Ziglar)
Academic Honesty policies from numerous IB schools were consulted in the creation of this document, including those available on the OCC (Academic Honesty
Support, teacher resources).
Adapted from Mesa Academy for Advanced Studies’ Academic Honesty Policy.
Summit Academy IB Scholars
(480) 472-3300
Academic Honesty
Why do we have this policy?
Home of the
“Honesty is the first chapter in the book of wisdom.”
(Thomas Jefferson)
One of the goals of the Middle Years Program at Summit Academy is to help each of you grow
academically and personally. A significant part of this goal is your development of an understanding
of Academic Honesty. Academic Honesty is about more than respecting the work of others; it is also
about respecting yourself as a learner and respecting your commitment to the Learner Profile—the
basis of all policies in the IB.
What is Academic Honesty? 1
“According to the International Baccalaureate,
‘Academic Honesty’ is defined as an authentic piece of
work based on one’s original ideas with the work of
others fully acknowledged.
Therefore, all assignments for assessment, regardless
of their format, must wholly and authentically use that
candidate’s own language, expression and ideas.
Where the ideas or work of another person are
represented within a candidate’s work, whether in the
form of direct quotation or paraphrase, the source(s)
of those ideas or the work must be fully and
appropriately acknowledged.”
does anCooperation
student do? 2
 Documents
source material in a formal and
appropriate manner
In some
may legitimately
 Uses
on a and
others’ ideas
or data collected
and discussing
 Understands
the concept
of plagiarism
of suchthe
 Understands
collaboration include:
 Keeps careful records of sources consulted and
while researching
and investigating
(a) informal
 Consults instructors regarding subject-specific
(b) discussion ofmethods
general themes
and concepts;
and research
(c) interpretation of assessment criteria; or
The Learner Profile states that IB Learners strive to be:
Inquirers—acquiring the skills necessary to conduct inquiry and research and to
show independence in learning
Thinkers--exercising initiative in applying thinking skills and making reasoned,
ethical decisions
Principled—acting with integrity and honesty and taking responsibility for their
own actions and the consequences that accompany them
Reflective—giving thoughtful consideration to their own learning and
The principle of Academic Honesty is integral to these and other aspects of the
Learner Profile, and this policy aims to define how your work and decision-making
will demonstrate your commitment to this principle. It also aims to define our role
as IB educators in teaching you the skills and practices that will enable you to fulfill
this commitment to the program and to yourself.1
How do IB Instructors create an environment which encourages and supports
Academic Honesty?
IB teachers will provide comprehensive instruction in:
 Writing bibliographies
Techniques for acknowledging direct quotations
Techniques for acknowledging paraphrasing
Subject-specific documentation methods
Source evaluation, including printed text and internet sites
Paraphrasing and summarizing
Defining cheating and plagiarism
Defining differences between collaboration and collusion
Data gathering techniques
Research writing techniques