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This webinar will include a discussion of how academic honesty is changing in an increasingly online world, and how ManageBac's integration with Turnitin is leading the way.
1. Should IB school report violation of academic honesty policy that happend during the school year? Or only cases that happens during the exam session is important?
Section A4 of the DP Assessment Procedures 2019 which can be found on the IB Programme Resources Centre details the expectations the IB has regarding issues of academic honesty. The table in section A4.3.1 Authentication is particularly useful.
2. What is the usual procedure of schools when there is suspected violation of academic honesty but student's work has not yet been submitted in IBIS?
A document on the IB Programme Resources Centre called Academic honesty in the IB educational context provides guidance on how to audit and write an academic honesty policy. This should include a framework of consquences, as well as how students are supported and taught the skills of research and referencing. In my experience, the best "consequence" for students was spending 45 mins with the librarian to review exactly where they went wrong and how to remedy it.
3. Just a thought, we use MLA at our school and I advise students to use word and set up referencing/Bibs within that. Now that we have moved to Google docs do you know if it has the same system re referencing etc?
Google Docs does support auto-referencing to some degree. This website provides step-by-step instructions https://www.maketecheasier.com/research-cite-articles-google-docs/ It does not, however, produce a references page/bibliography.
4. Is it obligatory for IB Programmes to use Turnitin? Or they can choose another plagiarizm checking system?
Your school has complete autonomy to choose what (if any) automated system.
5. is there in difference between myp and dp assignment referencing and similarity report?
The similarity report will look the same. However, your expectations of students with regard to academic honesty will change with their age and experience. For younger students, you may opt to teach a simplified version of APA, MLA or Chicago. You might want to start by teaching students how to write a bibliography, and later teach in-text citations. By the time students enter the IB Diploma, however, it is useful for you and them if they are adept at citing and referencing.
6. Are there consequenses for the school if a student plagerises on an IA or other assignment?
The student bears responsibility for their academic misconduct, not the school.
7. Does the IB distinguise between a worksited page and a bibliography?
It can be called a references page, bibliography or works cited page - it depends on which system of referencing your school chooses to use. MLA uses works cited.
8. There are some websites that create a refernce for you (like easybib) to what extent does IB allow that?
EasyBib is a great tool - it is absolutely fine for students to use it and can be a great help to them, although I do encourage teaching students how to manually reference as well. Going through the process helps develop their understanding of academic honesty.
9. Does it makes more sense for mother tongue students to be familiar with the referencing style in their home country specially if we know they are going to continue their studies in that particular country?
Generally speaking, my preference is to have all students (and teachers) become expert at one system of referencing through an articulated curriculum for research and referencing. They can then transfer those skills to meet future requirements. However, many schools do allow multiple reference systems. It depends on your school context and the way you design your learning and teaching with regard to academic honesty.
10. If a student adds a document in the appendice of his EE which is considered as plagiarism (but it's just a text he worked on) do we have to specify this point in the EERPPF
Please refer to A4.3.1 Authentication in Assessment Procedures 2019 and contact the IB for specific guidance on this.
11. How have you trained your teachers for MLA and Turnitin? Please see 4-part answer below:
Academic honesty policy
In the IB academic honesty guidance, there are instructions for carrying out an audit of academic honesty in your school. We first tried to answer the questions it posed, through looking at data (e.g. disciplinary data on academic misconduct) and through interviewing students, parents, teachers and department heads. By collating this evidence, we were able to gain a picture of where we were regarding academic honesty and what we needed to do.
From this, we established a small working party to re-write our policy. There were two particularly challenging aspects: deciding which system of referencing to use and deciding what system of sanctions to use in cases of academic misconduct. In the end, we went with APA - you're always going to have people arguing for the system they know and in the end we went with APA because the librarian was most comfortable with it, and she was going to do most of the teaching and support. For the sanctions, we googled policies from similar international schools and produced a table to outline what happens if... to make it clear for students, parents and teachers what happens if a child engages in academic misconduct.
It was also really important to us to embed support within the policy, and from this came our next three facets.
Research and writing classes
For IB Diploma students, we had a lesson a week dedicated to CAS, university applications, life skills etc. We decided to use some of these classes to explicitly teach skills of research and referencing. We created a series of 10 workshops covering how to read and research journals, how to cite, how to make a references page, how to format your work, how to use Turnitin. We treated this like a normal class: students were assessed on their skills. This meant all our students had a baseline knowledge of research and referencing skills, although some students did struggle with this and needed additional support beyond the workshops. When assignments were found to have accidental plagiarism or poor referencing, students had to attend a mandatory 1:1 support session with the librarian. Students were also encouraged to seek support from the librarian with any assignment.
We realised that teaching these skills to Diploma students was too late: we needed to start earlier. As a trial, we worked with the Science department to create a series of lessons for Grade 8 students in which they would write a mini extended essay. Students were guided through the process by the librarian, English teachers and their Science teacher. They generated a research question, carried out research, learnt how to cite and make a references page, and how to structure their essay. This transdisciplinary approach worked really well - I left the school after this point but I believe the model was extended to other grade levels.
For teachers, we wanted to ensure they were well-versed in APA and able to support and assess student referencing in their classes. We also wanted to make sure they could use the ManageBac integration with Turnitin to check student work for plagiarism - we needed them to be able to confidently authenticate student work. To do this, we actually modified the citing and referencing tasks we had planned for DP students into a 1 hour workshop in which the teachers themselves had to use the APA guidelines to write several citations and make a short references page. With referencing, we thought there is no better way to learn than by doing!
DP students and teachers were provided with a style guide which provided a context-specific and DP student-appropriate version of the APA guidelines. This gave us all a common point of reference. Grade 8 students had a simplified version of this.
1. If we have two drafts of same task, the Turnitin percentage is quite high. How to reduce it?
This happens if the first draft is being calculated in the originality report of the second draft. This can be fixed by reconfiguring the Feedback Studio settings of either the first or second draft. See the 'Common Issues' section of this tutorial for further guidance.
2. Are Turnitin Feedback Studio functions available for subject teachers or does the Turnitin admin have to configure them?
If your school has ManageBac-Turnitin Integration enabled, the integration works for any ManageBac deadlines on the new UI. Subject teachers have access to full Turnitin functionality within ManageBac. The only programme where Turnitin integration is not supported is IB PYP.
3. Do students have access turnitin reports on ManageBac?
Yes, this is configured on a task-by-task basis by the teacher via the Feedback Studio of the task. Click here for further guidance.
4. We have just moved to Google for Education. I believe that we are unable to use Turnitin within Managebac to go through Google Docs - is this correct or how do I get around this?
I'm afraid it's yet not possible to use TurnItIn with the Google Doc Template task. The document would need to be submitted twice, once as linked with Google & again as linked with Turnitin.
5. Would it be possible to record Academic Dishonesty using the Behaviour & Discipline module on ManageBac?
Yes, the behaviour types are completely customisable, so you could add "Academic Dishonesty" as a behaviour type. See our tutorial on Behaviour & Discipline for further guidance.
6. There are times when bibliography and citations are also detected in the similarity report. How do we reduce the similarity percentage in this case?
This can be fixed by reconfiguring the Feedback Studio settings of either the first or second draft. See the 'Common Issues' section of this tutorial for further guidance.
This webinar was originally run on March 6, 2019
Presenter: Leila Holmyard, Educator & Educational Consultant
Host: Luke Harbour, Customer Success Manager, ManageBac
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