Responding to Academic Dishonesty

• The educator shares the situation with an administrator if it is deemed to be a serious incident. 

• The educator should bring other evidence of learning in that unit/strand of the student, to discuss academic growth so far this year.

• The educator should bring any considerations about the student to the conversation. For example IEP, any previous parent communication, or past incidents that might pertain to discussing this student.

• When academic dishonesty is suspected, initiating a teacher-student conference is the essential first step. During this meeting, the student is invited to discuss their work, detailing the process, content, ideas, and resources used. This dialogue aims to ascertain whether academic dishonesty occurred and understand the student's rationale. Meticulous recording of this conference is critical, as it may directly impact the subsequent consequences for the student.

• Consider asking the student:

  • 'What were you trying to convey here? What did you mean by this?'

  • 'Can you explain this part in your own words?'

  • 'What resources did you use to create this?'

  • 'How did you come up with your idea/solution?'

  • 'How did you research your topic?'

  • 'Tell me about your editing process?'

  • 'This part was interesting, can you explain?'

• In the digital age, where Artificial Intelligence tools are increasingly accessible, it is important for educators to also explore whether AI was used inappropriately in the student's work. Questions may cover the extent of AI assistance, the student's understanding of ethical AI use, and their ability to critically engage with and independently produce academic work.

• If it is determined that the student has been dishonest, the teacher will use professional judgement to deal with the matter in the classroom context.  If it is determined that a teacher response to the issue requires an academic consequence, it is recommended that the teacher discuss this with a department head and/or administrator. 

• When academic dishonesty is suspected, initiating a teacher-student conference is the essential first step. During this meeting, the student is invited to discuss their work, detailing the process, content, ideas, and resources used. This dialogue aims to ascertain whether academic dishonesty occurred and understand the student's rationale. 

• 'Talk to me about this assignment.'

• Ask them about their knowledge and understanding of the content/assignment.

• ‘Is this your own work?’

• ‘Where did *this* come from?’

• ‘Do you know what it means to copy something off the internet?’

Ascertain if the student knows what they did was academic dishonesty.

• Should a teacher ascertain that a student has engaged in academic dishonesty and the situation necessitates intervention beyond classroom-level disciplinary actions, the matter will be escalated to a school administrator. This step ensures that instances of dishonesty, including those involving the misuse of digital tools or artificial intelligence, are addressed comprehensively and with consistency within the school's academic integrity framework. It reflects a commitment to maintaining a learning environment where ethical standards are upheld and violations are managed with appropriate seriousness.

• Implementing Consequences for Academic Dishonesty: 

An Administrator’s Approach

• Upon receiving a report of academic dishonesty, the administrator will undertake a comprehensive review, which includes meeting with the student involved and engaging in dialogue with their parent/guardian. Following these discussions, the administrator will determine suitable academic implications and behavioral consequences, tailored to address the specific incident.

• In deciding on the most fitting consequence, the administrator will take into account the student's age or grade, maturity level, student learning profile, the underlying motives behind the dishonest act, and any previous instances of academic misconduct. This process is crucial in ensuring that the consequences not only serve as a deterrent but also support the student's understanding and correction of their behavior.

• Connect with the parent/guardian

• Share the findings

• Document the conversation

• Refer to the code of conduct for all students

• In cases of academic dishonesty, administrators may impose additional academic responsibilities on the student to reinforce the importance of integrity. Recommended measures include:

• Supervised Task Redo: The student may be asked to retake a test or redo an task under close supervision to ensure the work reflects their own understanding and skills;

• Integrity Education: The student might complete specific lessons focused on academic integrity, covering both theoretical knowledge and practical applications. These lessons could also include discussions on the ethical use of digital tools and artificial intelligence in academic work;

• Submission of Process Work: For future tasks, the student could be required to submit all process-related work, demonstrating the progression of their work from conception to completion. This helps verify the authenticity of their efforts;

• These educational measures aim not just to penalize but also to educate and guide students towards understanding the value of academic integrity and the responsible use of technology in their learning journey. 

• The educator provides an alternative opportunity for the student to demonstrate their learning

• The educator can consider other assessment practices like conversation and observation to gather the level of understanding of the student.

• Upon evaluating the teacher's report and taking into account the student's specific situation (mitigating factors), an administrator will decide on a suitable behavioral consequence. This decision aims to address the misconduct effectively while promoting a learning opportunity for the student. 

• Incorporating discussions on the responsible use of digital tools and artificial intelligence within these consequences can further educate students on the ethical considerations necessary in today’s technological landscape, ensuring a holistic approach to addressing academic dishonesty.

• The following options provide a framework for determining appropriate actions:

• Reciprocal Communication with Parent/Guardian: Initiating a dialogue through a phone call or letter to the student's family to discuss the incident and its implications;

• Parent/Guardian Meeting: Arranging a meeting with the student's parent/guardian to collaboratively discuss the behavior and its consequences, fostering a supportive environment for rectification;

• Detention: Assigning detention(s) as a direct response to the misconduct, providing time for reflection on the importance of academic integrity;

• Community Service: Requiring the student to engage in community service, offering a constructive way to contribute positively and reflect on their actions;

• Suspension: Implementing a suspension for more serious or repeated offenses, highlighting the gravity of maintaining academic integrity;

• Activity Ineligibility: Considering temporary ineligibility for participation in school activities as a reminder of the responsibilities that come with being part of the school community;

• Awards Ineligibility: Making the student temporarily ineligible for school awards, underscoring the importance of honesty and integrity in earning recognitions;

• Reference Limitations: Indicating a possible refusal to provide letters of reference, emphasizing the impact of academic dishonesty on future opportunities.