International Baccalaureate (IB)
Assessment and Learning PK12-IB3
Assignment: Journal Submission
Module 3 Reflect (Option 1)
OISE, Toronto University
Yuan Gao
December 8, 2022
The process of developing academic integrity in a learner is protracted. The
understanding of the idea of academic integrity as well as the instruction in and
application of academic integrity methods have been present from the start. How to
correctly share ideas that others have utilized, cite them properly, and label them
appropriately are a few examples. This approach calls for extensive cooperation
between students, teachers, and the school, as well as frequent daily or frequent
affirmation of academic integrity concepts with learners. Through this process,
students can gain a clear knowledge of academic integrity as well as grow to respect,
love, and have confidence in their own intellectual and learning endeavors.
“transparency needs to be taught and supported throughout a child’s education.”(IBO,
P9) On the other hand, building one another in many ways from top to bottom is also
required for a school to create an environment and atmosphere of academic integrity.
The IB system is much more thorough and detailed in its description of academic
integrity standards than my current school district is, and it specifies corresponding
academic integrity requirements for various activities or learning scenarios based on
various students and environments. It also provides academic examples based on
these different academic activities, so that teachers who are new to the IB system can
better understand the process. The development of new teachers depends greatly on
this. Personally, I will naturally teach or share these ideas and techniques with my
students and other colleagues once I have acquired them. My students will be taught
how to apply certain techniques to attain academic integrity during the course of their
studies, and I will gradually ask them to establish the study habits that support this.
“An academic honesty policy ensures that a school’s procedures for this practice
are transparent, fair and consistent.” ((IBO, P12) The school will play a vital role in
building the academic climate. Typically, each school will have a clearly stated
manual for managing student behavior and requirements for academic integrity. Since
I am not a homeroom teacher, I don't know much about student management, but I
have seen similar documents circulated among teachers before. For instance, the
Student Administration Center is a division that oversees academic integrity and other
student infractions at the campus where I currently attend. Academic integrity policies
and rules, such as what sanctions are applied if a student plagiarizes on an assignment
or cheats on a test, are developed by this department. Or what procedures are followed
if a student disrupts class, belittles a teacher, or engages in other similar actions. This
is what the department needs to examine and study. After creating such a system, the
school must make sure that all of the teachers in the building are aware of the
standards and requirements. It is the teacher's role to learn these things for
himself/herself, and to convey them to his/her students over time. Students need to
learn to be academically honest learners or not to behave inappropriately in school.
Teachers must go out and strictly enforce school policies after they have been
established and made clear to students. Create engaging activities for their daily
lessons to show students the importance of academic integrity in the learning process.
At any point in their academic careers, students need to assume responsibility of their
education, morality, and choices for the future. When a student makes a mistake, it's
usually not because he or she consciously wants to make it; instead, it's because they
lack the knowledge or abilities to avoid making it.
References
IBO, Academic honesty in the IB educational context, 2016