Academic Honesty Policy
For use from September 2021
2021 年 9 月启用
4. 学术诚实的定义 5
Understanding academic honesty 6
5. 学术诚实支持及职责 7
7. 参考文献格式指南 14
8. 修订学术诚实政策 14
To make it a "HuangPu Military Academy" in the midst of modern economization with the mission of training students to be successful professionals who have Chinese identity and international mindedness. It aims to become an excellent example in Chinese educational field and to make our society a better place to live in because of our existence.
This publication aims to set up an Academic Honesty atmosphere in the whole school, helping students to understand the importance of the Academic Honesty and develop sense of respecting intellectual copyright. According to IB, Academic honesty is an essential aspect of teaching and learning in IB programs, it must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment. We encourage all students to conduct themselves responsibly and expect all students to avoid any academic malpractice. To achieve this, we focus on educating students through the application of the Learner Profile. One of the aspects of the learner profile is Principled, which learners strive to “act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity of people everywhere. We take responsibility for our actions and their consequences. ”Considering importance of academic integrity and the requirements of IB training objectives, the Junior School develops and implements an academic integrity policy.
• All staff members will have one copy of the policy
• All staff is familiar with the policy in the Professional Development sessions each year
• The students will be shown and explained the policy at the beginning of every year
• Parents will be shown the policy every year
• The Senior Management Team together with the related staff will review the policy every year
• Any behavior that breaches this policy will be paneled
• 剽窃: 有意或无意使用他人的想法观点、文字或作品而未经适当、清晰和明确的承认。除非另有说明和承认，否则使用翻译材料也被视为剽窃。
• 其他：任何使考生获得不公平的优势或影响另一位考生考试结果的行为（例如，把未经授权的材料带入考场等考试期间的不当行为；伪造 CAS 活动记录）1
1IBO2011). Diploma Programme Academic Honesty, Page 2-3
Understanding academic honesty
Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work2. Academic honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modelling and taught skills.
The academic integrity policy aims to define and clarify what is academic integrity, and to clarify our expectations of our students in terms of academic integrity. In order to allow all members of the learner community to understand academic integrity and know what behaviors may lead to violations of academic integrity.
Definition of malpractice
Malpractice is defined as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes:
• plagiarism: defined as the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism.
• collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another
• duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements
• any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record)3.
2IBO(October,2019), Academic integrity, Page3.
项目协调员发挥着重要作用，必须理解到学术诚实原则是 IB 教育理念的基础。他们应该充当榜样，并且必须始终表现出诚实、道德和负责任的行为。项目协调员必须支持“学校领导团队”职责中列出的所有任务，并负责：
• 根据 IB相关要求合理规划任务，使学生合理安排时间完成相关学习任务
• 及时对学术不端行为采取措施并配合学校和 IB调查
• 及时汇报学校管理不当行为并配合学校和 IB调查
包括学生在内的所有 IB成员都应该达到并发扬 IB学习者特质。学生从小培养辨别是非对错的能力， 就学术诚实而言，学生应具备的重要特质之一是明辨是非，所有 IB项目的学生都应有良好的道德品质，处事诚实，学生对自己的行为负责。IB学生必须配合和支持学校、项目和老师，并承担以下责任：
• 所有提交 IB的口头、书面以及艺术作品等评估作业中参考资料应该标注来源
• 理解孩子在完成课程作业和参加考试等需要遵守的 IB相关政策、流程、学科规定
• 将学生不当行为或学校管理不当行为向学校领导或 IB官方汇报
Academic integrity must be part of the teaching and learning process and an aspiration of the entire school community. Maintaining such a fostering environment where academic integrity is understood and adhered to is a key accountability of the school leadership team. It should inspire all members of the community to uphold the values of respect and trust where everybody assumes an equal responsibility to uphold this principle. The school leadership team is expected for:
• Embedding the policy into the school structure
• Issuing guidance for teachers
• Providing guidelines for a designated team or person responsible for academic integrity
• Communicating the principles of academic integrity to parents and legal guardians
Programme coordinators hold an essential role and must understand that the principle of academic integrity is fundamental to the educational philosophy of the IB. They should act as role models and must always exhibit honest, ethical and responsible behavior. Programme coordinators must support all the tasks listed in the Responsibilities in the "School leadership team" section and are also responsible for:
• ensuring that academic integrity policy is applied fairly and consistently
• ensuring compliance with secure storage of confidential IB material policy and the conduct of IB Examinations
• ensuring that teachers, students and parents and legal guardians have a copy, read and understand
the school’s academic integrity policy and the programme relevant IB regulations
• reporting suspected instances of student academic misconduct and school maladministration to the school administration and/or the IB
• supervising all activities related to the investigation of student academic misconduct and school maladministration cases according to the school and/or IB policy.
Teaching and non-teaching staff
Teachers are the main agents of academic integrity in the classroom and their role is as important as that of the programme coordinators. They must therefore have the same level of understanding of the
expectations of the school’s academic integrity policy and IB expectations. Teachers should be aware that their conduct sets an important example to students. Actions which exhibit infringements to the Academic integrity policy, such as plagiarism, may lead students to believe that rules are irrelevant with severe consequences for their assessment. IB teachers must support their school and programme coordinators and are also responsible for:
• ensuring that students have a full understanding of the expectations and guidelines of all subjects
• ensuring that students understand what constitutes academic misconduct and its possible consequences
• planning a manageable workload so students can allocate time effectively to produce work according to IB’s expectations
• giving feedback and ensuring students are not provided with multiple rounds of editing, which would be contrary to instructions described in the relevant subject guides
• ensuring that all student work is appropriately labelled and saved to avoid any error when submitting assessment to the IB
• developing a plan to cross-reference work across multiple groups of students when they are preparing to submit final pieces of work for assessment in order to prevent collusion
• responding to student academic misconduct and supporting the school’s and IB’s investigations
• responding to school maladministration and supporting the school’s and IB’s investigations
All IB community members, including students, should aim to achieve and develop the IB learner profile attributes. From a young age, IB students are expected to be able to distinguish between what is right and what is wrong. In the context of academic integrity, one of the most important attributes is to be "principled" and all students participating in IB programmes are expected to act honestly, responsibly and ethically. IB students must support their school, programme coordinators and teachers and are expected to:
• have a full understanding of school’s academic integrity policies
• respond to acts of student academic misconduct and report them to their teachers and/or programme coordinators
• respond to acts of school maladministration and report them to their teachers and/or programme coordinators
• complete all assignments, tasks, examinations and quizzes in an honest manner and to the best of their abilities
• give credit to used sources in all work submitted to the IB for assessment in written and oral materials and/or artistic products
• abstain from receiving non-permitted assistance in the completion or editing of work, such as from friends, relatives, other students, private tutors, essay writing or copy-editing services, pre-written essay banks or file sharing websites.
• abstain from giving undue assistance to peers in the completion of their work
• show a responsible use of the internet and associated social media platforms，
paying attention to source and credibility of information.
Parents and legal guardians
Parents and legal guardians play a crucial role in the education process which includes reinforcing the values and importance of academic integrity. This is particularly important when it comes to an education in one of the IB programmes, given the wide recognition that institutions of higher education and other end-users have granted to IB graduates for many years. Parents and legal guardians of IB students are expected to:
• understand IB policies, procedures and subject guidelines in the completion of coursework or examination papers by their children
• support their children’s understanding of academic integrity policies, procedures and subject guidelines
• understand school internal policies and procedures that safeguard the authenticity of their children’s work
• support their children in planning a manageable workload so they can allocate time effectively
• understand what constitutes student academic misconduct and its consequences
• understand what constitutes school maladministration and its consequences
• report any potential cases of student misconduct or school maladministration to the school’s
directorate and/or the IB
• submit only genuine and/or authentic evidence to support a request for inclusive access
• arrangements or adverse circumstances considerations for their children
• abstain from giving or obtaining assistance in the completion of work to their children.
Behavior in learning processes
Copy work from other students
Give their own work to be
copied by other students
Write homework for other
Individual work is reported to be a group work
Work can’t be finished before deadlines
Falsify CAS Records
If a student copies work from other students, his/her results will be zero
If students give their own work to be copied by other students, both students will get zero
If a student writes homework for other
students, his/her results will be zero
In case in group work, if individual work is reported to be a group work, all the students in this group will get zero
Work can’t be finished before deadlines, the results will be degraded.
If students falsify CAS Records, the DP
application capability will be cancelled.
Use notes during a test not Allowed by the examination rules
Copy answers from another student
Use electronics to communicate with anyone inside or outside the exam
Use dictionaries, calculators and or electronic device unless allowed by the examination rules
Stealing examination papers
If the event on the left occurs, the examination results will be zero and the students will be paneled depending on the seriousness.
学生的作品中In the students’ work
Lack bibliography if other resources are used or referenced
Acknowledged, but majority of work is other’s viewpoint
Same work for different assessment components and/or diploma requirements
Fabricating data for an assignment
If this happens, students will be required to add the lacking bibliography
If there is time, students have an opportunity to revise the work
If there is no other choice, the results will be zero
在 CGSBS，我们要求学习者社区所有成员严格按照标准文献参考格式，用行动证明我们的学术诚实。目前，我校要求所有成员均依照 APA 格式记录参考文献。APA 格式写作要求见附件 2
In CGSBS, all learning community members are required to follow a strict citation and reference guide to demonstrate our academic integrity. Currently, we use APA as the school general citing and referencing form. The requirements of APA styles see the appendix 2.
Reviewing Academic Integrity Policy is part of the school curriculum revision and school improvement plan, and the school will periodically revise it every year as needed. The school will ensure that this policy reflects the current needs of all stakeholders and is consistent with the IB academic integrity principles.The Leadership team will review the implementation of the policy in classrooms and throughout the school on a regular basis as part of the appraisal process.
Appendix 1 – Why cite? What to cite? When to cite?
Proper citation is a key element in academic scholarship and intellectual exchange. When we cite we
² show respect for the work of others
² help a reader to distinguish our work from the work of others who have contributed to our work
² give the reader the opportunity to check the validity of our use of other people’s work
² give the reader the opportunity to follow up our references, out of interest
² show and receive proper credit for our research process
² demonstrate that we are able to use reliable sources and critically assess them to support our work
² establish the credibility and authority of our knowledge and ideas
² demonstrate that we are able to draw our own conclusio
· 文本 · 艺术 · 信 · 视觉 · 讲座 · 广播
· 音频 · 面试 · 地图 · 图形 · 对话
What to cite?
As creators/authors, we are expected to acknowledge any materials or ideas that are not
ours and that have been used in any way, such as quotation, paraphrase or summary. The term “materials” means written, oral or electronic products, and may include the following：
·Text ·Artistic ·Letters ·Visual ·Lectures
·Broadcasts ·Audio ·Interviews ·Maps ·Graphic
Basic and common knowledge within a field or subject does not need to be acknowledged. However, if we are in doubt whether the source material is common knowledge or not, we should cite!
在口头演讲中，我们可以通过使用短语来确认我们使用的来源，例如，“As Gandhi put it …” 或 “According to …”。我们可以通过通过引号来表示“Quote … Unquote”。在由海报或幻灯片的演示中，我们可以在幻
When to cite?
When we acknowledge the use of materials or ideas that are not ours, the reader must be able to clearly distinguish between our own words, illustrations, findings and ideas and the words and work of other creators.
Style guides give us advice for documenting our sources in written work, but they are less helpful with other formats and mediums. Nevertheless, we can be honest and we can be helpful to our audience(s)—for assessment purposes, this is an expectation.
In written work, we should cite in the text where we have used an external source. The inclusion of a reference in a bibliography (works cited/list of references) at the end of the paper is not enough.
In other forms of work (music, video, artistic pieces), we are expected to acknowledge use of external sources appropriately.
In presentations we can provide our audience with a handout of our references, or list our sources on the final slide(s).
During an oral presentation, we can acknowledge the sources we are using by the use of phrases, for example, “As Gandhi put it …” or “According to …”. We can show a direct quotation by saying “Quote … Unquote” or by signaling with “rabbit’s ears” or “air quotes”.
In a presentation supported by posters or slides, we can include short or full references on
the slides; if short references are made on the slides, then we should again provide a full
list of references on a handout or on the final slide(s).
We can include references or acknowledgments of other people’s work in the final credits
of a film. A piece of music can be accompanied by programme notes indicating influences
and direct sources. Art on display can be labelled or captioned.
IBO (2014): Effective citing and referencing, p2-44
4IBO (2014): Effective citing and referencing, p2-4
“语言包括给符号赋予意义”(Samovar & Porter, 1997，第188页)。
当你在读过的作品(如《Claiborne & Drewery》)中找到引用(如Arnett)，你希望引用原始资料(Arnett)，这被称为从二次来源引用。
Arnett(2000年，Claiborne & Drewery2010年曾引用)认为，在人类的寿命中有一个新兴的成人阶段，包括18至25岁的年轻人。
5APA reference style. (2014, July). APA Reference Style: books. Retrieved July 29, 2014 from http://linguistics.byu.edu/faculty/henrichsenl/apa/APA05.html
·把Claiborne & Drewery列入参考书目，而不是Arnett。
There are many kinds of bibliography styles. We use the “APA” style of referencing. The American Psychological Association reference style is one of the Author-Date reference styles. In CGSBS, we use this reference style5.
Citations in text
To cite works of others, APA style uses an author-date citation method. Citations in text are acknowledged with (Author, Date) or Author (Date).
1. Direct quotation
Use quotation marks and include page numbers. Example:
Samovar and Porter (1997) point out that "language involves attaching meaning to symbols" (p. 188)
or "Language involves attaching meaning to symbols" (Samovar & Porter, 1997, p. 188).
2. Indirect quotation/paraphrasing
Paraphrasing allows you to use information from other sources, as long as you put the information into your own words.
Page numbers are optional when paraphrasing, although authors are encouraged to include them, especially when it assists the reader to locate the reference in long pieces of text (Publication Manual, p. 171).
3. A citation from secondary source
When you find a quote (e.g. Arnett) within a work that you have read (e.g. Claiborne & Drewery) and you wish to refer to the original quote (Arnett), this is called citing from a secondary source.
In text citation:
Arnett (2000, as cited in Claiborne & Drewery, 2010) suggests there is an emerging adult stage in the lifespan of humans, covering young people between the ages of 18 and 25 years.
In-text, name the original work as well as the work you have read. Use the phrase 'as cited in' to signify the secondary source.
5APA reference style. (2014, July). APA Reference Style: books. Retrieved July 29, 2014 from http://linguistics.byu.edu/faculty/henrichsenl/apa/APA05.html
In reference list:
Claiborne, L., & Drewery, W. (2010). Human development: Family, place, culture. North Ryde, NSW, Australia: McGraw-Hill.
List Claiborne & Drewery in your reference list, not Arnett.
4. Reference list
Webb, C.D. (1992). A theoretical basis for Pig Latin Semiotics. New Haven, CT: Bayside Order: Author(s), date, title, publish location, publishing house
Format: Author's last name, first initial. (Publication date). Book title. City of publication: Publishing company. NB: Invert the author(s) name(s), and use initial(s) of first name(s) only. The first word of the main title, subtitle and all proper nouns have capital letters. Book titles should be italics.
Case 1: book with one author Case 2: book with two authors
Citation of case 1
Webb, C.D. (1992). A theoretical basis for Pig Latin Semiotics. New Haven, CT: Bayside
Citation of case 2:
Brandow, A.E., & Wenceler, S. (1987). Breaking the language barrier: Our experiences teaching Pig Latin to South American aboriginal peoples (Rev. ed.). Kalohe, HT: Kahoolawe University Press.
Author, A. A. (date). Title of book. Publish location: Publisher.
Format 2: Author, A.A., & Author, B.B. (date). Title of book. Publish location: Publisher.
Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31. Order: Authors, date, Article title, Magazine Title, page number
Format: Author's last name, first initial. (Publication date). Article title. Magazine title, volume number (issue number if available), inclusive pages.
NB: Magazine titles should be italics.
Science Buddies. (2014, July). Writing a Bibliography: APA Format. Retrieved July 24, 2014 from http://www.sciencebuddies.org/science-fair-projects/project_apa_format_examples.shtml
Format: Author (could be an organization). date (either date of publication or latest update). document title. Retrieved month day, year from full URL
NB: Document titles should be italics 6
5. General guidelines:
² Write down the notes of all sources of information during the whole process of work.
² Mix all the types of references, whether they are books, magazines or websites, into one list in alphabetical order.
² Leave one line between different references.
² The works list includes only the sources from which you QUOTE or PARAPHRASE or SUMMARIZE. Never include sources that you have consulted but do not refer to in the paper.
1. MYP: From principles into practices (for use from Sepetember2014/January 2015) https://resources.ibo.org/myp/resource/11162-32896
2. Program standards and practices (For use from January 2014) https://resources.ibo.org/ib/resource/11162-occ-file-g_0_iboxx_amo_1401_1_e?lang=en
3. Academic integrity
5. Academic honesty in the IB educational context
6. https://resources.ibo.org/ib/topic/Academic-honesty/resource/11162-occ-file-g_0_malpr_sup_ 1408_1a_e?lang=en
7. Academic honesty in the Middle Years Programme. https://resources.ibo.org/ib/topic/Academic-honesty/resource/11162-42418?lang=en
8. IBO(2015). Diploma Programme: From principles into practice, 37
9. IBO(2011). Academic honesty in Diploma Programme, 2-3
10. IBO(2014). Effective citing and referencing, 2-4
11. APA reference style. (2014, July). APA Reference Style: books. Retrieved July 29, 2014 from http://linguistics.byu.edu/faculty/henrichsenl/apa/APA05.html
12. Science Buddies. (2014, July). Writing a Bibliography: APA Format. Retrieved July 24, 2014 from http://www.sciencebuddies.org/science-fair-projects/project_apa_format_examples.shtml