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Description: MYPPOLICIES-2-2018-19


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ContentAssessment Policy 5Academic Honesty Policy 27Language Policy 54Inclusion/SEN Policy 69 Winston Hsu DAA Staff Principal Anne Sutcliffe [email protected] Associate Principal Yahsin Chang [email protected] Director Frankie Tsui [email protected] Dean of Faculty Jay Billones [email protected] Santiago Balado Curriculum Coordinator Academic Coordinator [email protected] [email protected] Steven Bates Sherry Lee IB DP Coordinator IB MYP Coordinator [email protected] [email protected] Vicky Fu Jessica Chen Events Coordinator Administrative Services Coordinator [email protected] [email protected] 3

Page 4 Assessment Policy Philosophy ………………………...……………...……………...……………...……………...………3 Summary of MYP Assessment Design and Grading ………...……………...……………...……...3 Types of Assessment ……………...……………...……………...……………...……………...…….4 Understanding MYP Assessment Criteria ……...……………...……………...……………...……..6 How to Use MYP Assessment Criteria to Determine Achievement Levels for a Task.…...……..9 Fair Grading ……………...………………....……...……………...……………...……………….….10 Late Policy ……………...………………....……...……..………...……………...……………….….10 Determining Interim and Final Grades .……...……..………...……………...………………..….....12 Recording Achievement Levels/ Grades ..……...……..………...……………...……………….....15 Reporting Achievement Levels/ Grades ..……...……..………...……………...…………….….....15 After Assessment ……...………………....……...……..………...……………...……………….…..16 Appendix 1 Conversion Table…………....……...……..………...……………...……………….…..18 Appendix 2 Midyear Transcript Conversion Table …..………...……………...……………….…..19 Appendix 3 Command term …………....……...……..………...……………...……………….…....20 Works Cited …...………………....……...……..………………...……………...…..….………….….24Committee members: Kurt Smart, Dino Ponnampalam, Derick Lourens, Dana Strong, Alex Hutten-czapski, Tiana Sexton, Tori Ho, William Jung, Eric Kruse, Edward Wu, Kerry Best, Warwick Taylor, KerileeNickles, Debbie SmithPresent in the meeting on Jan 11, 2018: Sherry Lee, Santiago Balado, Kurt Smart, Dino Ponnampa-lam, Derick Lourens, David Mitchell, Dana Strong, Alex Hutten-czapski, Tiana Sexton, Tori Ho, WilliamJung, Eric Kruse, Edward Wu, Kerry Best, Warwick TaylorPresent in the meeting on March 1, 2018: Sherry Lee, Santiago Balado, Kurt Smart, Derick Lourens,David Mitchell, Dana Strong, Alex Hutten-czapski, Tiana Sexton, Tori Ho, William Jung, Eric Kruse,Debbie Smith, Kerilee, Nickles 4

Page 5 Philosophy The primary aim of assessment at Kang Chiao International School is to support student learning. The KCIS community understands that assessment is an ongoing process and a powerful, evidence- based learning tool that assists in informing stakeholders regarding student progress, including infor- mation on whether learning outcomes have been met. Assessments are designed to allow students to be responsible and metacognitive in their learning approach. Purpose of Assessment: For Teachers ● Determine the effectiveness of instruction ● Adjust teaching practices informed by student progress data ● Review curriculum planning and development For Students ● Provide timely, consistent feedback ● Inform students of their strengths and weaknesses in their journey to become lifelong learners through inquiry into concepts of personal, local and global significance ● Guide students in their personal cultivation of the IB Learner Profile Attributes ● Allow for reflection in the development of approaches to learning(ATL) skills For Parents/ Guardians ● Inform parents/ guardians about student progress ● Allow for transparent communication which fosters collaboration between parents and teachers in encouraging and promoting student learningSummary of MYP Assessment Design and Grading● Formative assessments should be varied, continual, and inform instruction● Multiple formative tasks should be designed to enable students to achieve their full potential, as evidenced by summative assessments● Assessment should address different learning styles● Command terms are embedded into the assessment tasks● Teachers of the same course across the same grade level standardise assessment tasks and grading rubrics before announcing them to students● Scope, test/due dates, assessed criteria and strands, and task-specific clarifications for a sum- mative task (recommended for a formative task as well) should be posted on ManageBac at the beginning of a unit, and students should be informed of any changes.● Teachers use the best-fit approach to determine achievement level grades for individual tasks, as well as term grades● Barring force-majeure, only with request made in advance should late work be accepted● Look for a pattern and students’ holistic performance to determine the final grades and verify with achievement level descriptorsOperation 5

Page 6 Types of Assessment: Internal, External, Formative, Summative, and School-Based Assessment The IB divides assessment into two categories: internal assessment and external assessment. “MYP internal assessment includes tasks, strategies and tools that are designed, developed and ap- plied by teachers working with students in their schools” (MYP: From principles into practice 79). Exter- nal assessment includes the Personal Project and optional MYP eAssessment. The Personal Project is taken in the final year of the programme and moderated by the IB starting from the year after the school is authorized. The MYP eAssessment is optional and not required for students to complete the programme (95). KCIS currently does not offer MYP eAssessment. Within internal assessment, three types of assessment are implemented to support student learning: formative assessment, summative assessment, and school-based assessment. Formative as- sessment is “ongoing assessment aimed at providing information to guide teaching and improve stu- dent performance” (112); whereas summative assessment is “the culminating assessment for a unit, term or course of study, designed to provide information on the student’s achievement level against specific objectives” (115). While in principle, all forms of assessment are formative in that they help inform students about what they know or can do, and help them work towards their next develop- mental steps. As for school-based assessment, KCIS employs NWEA MAP, a computer diagnosis assessment given three times a year. The data allow teachers to differentiate instruction based on student’s RIT scores. The scores also serve as a reference regarding the appropriateness of students’ English and Math level placement. These assessments are purposely chosen due to not being linked with the MYP, to serve as external indicators of progress 6

Page 7 Formative Assessment Summative Assessment School-based assess- mentFrequencyPurpose Continual throughout a unit Once or twice towards the Three times per year end of a unitForm improves student learning to a snapshot of learning Informs instructionMarking help students achieve towards the end of a based on stu-scheme their full potential, contrib- learning period /unit dent’s RIT scores utes to the final achieve- ment levels in each sub- contributes to the final Evaluate phase ject achievement levels in placement results each subject Help evaluate MYP effectiveness/ implementation Observations Examinations MAP Testing Quizzes Essays Essays Research Research Projects Projects Lab reports Lab reports Performances Process journals Presentations Performances Website development Presentations Products Peer and self-assessment Peer and self-assessment Comments only MYP achievement level RIT scores grades (1-8) 1-100 MYP achievement level grades (1-8) 7

PAagneno8uncement Formative tasks to be grad- Scope, date, criteria, and Announced by ed, when communicated task-specific clarifica- the school clearly to students re- tions posted on Manage- garding when and what Bac at the beginning of to be expected, are rec- the unit, then, at least two ommended to be an- weeks prior to the assess- nounced as TASKS on ment date/due date send ManageBac. reminders AND/OR amendments. **This is flu- Such grades are required but id, changes can happen allowed to be retroac- as long as accurate infor- tively recorded on Man- mation is given to stu- ageBac. dents -faculty should en- deavor to finalize summa- Scope, date (can be retroac- tives two weeks before tively recorded), and cri- the summative date // teria (if applicable) rec- the difficulty of the assess- ommended to be posted ment should inform the on ManageBac **as amount of preparation Tasks, not event*** time Example: The teacher an- All others are announced as nounces the formative events on ManageBac. task in class on Jan 3rd. The task takes place on Jan 5th. The teacher cre- ates the task as TASKS and enter grades on ManageBac on Jan 7th. All others are announced as events on ManageBac.Specific re- If applicable, there should bequirements interval submission dates prior to the final submis- sion Projects and essays should have specific word count targets Allow all students to reach the highest possible achievement level Should not be scheduled on the day after major holi- days The load should be light when the personal pro- jects come due 8

PHaogew9summative assessment informs teachers to design formative assessment If a task asks students to create a TV commercial and will assess the quality of the commercial, for example, then teachers should teach what makes a successful commercial. If students will be asked to give a presentation, teachers must teach how to present. Even if the assessment criteria call for working in “unfamiliar situations,” students must have been given an opportunity to practice how to deal with unfamiliar situations. For example, if there is going to be a timed reading/ writing assignment, then students should have had experience of this type of assessment at the formative stage before being expected to perform in at the sum- mative stage.Understanding MYP Assessment CriteriaAccording to MYP: From principles into practice, “assessment in the MYP is criterion-related and direct-ly linked to the aims and objectives of the subject groups”(29).If the marking scheme of the MYP achievement level grades (1-8) is applied in a formative or summa-tive assessment task, it means that the task is assessed against the MYP assessment criteria. In everysubject, the assessment criteria are aligned with their corresponding objectives. In other words, the cri-teria are designed to evaluate if students achieve the MYP learning objectives.The guide defines the assessment criteria as below: the criteria for each subject group represent the use of knowledge, understanding and skills that must be taught. They encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Assessment criteria for years 1, 3 and 5 of the programme are pro- vided in MYP subject-group guides, and their use is mandatory. In practice, schools often introduce objectives and criteria for MYP years 3 and 5 in the previ- ous year so that students in MYP years 2 and 4 become familiar with, and begin working to- wards, stated requirements, adapting and interpreting them in ways that are developmentally appropriate. (80) At KCIS, the years of criteria to adopt for different grades(years) are subject to departments under the premise that by the end of grade 8(year 3), students will accomplish the criteria for year 3; by the end of grade 10(year 5), students will accomplish the criteria for year 5. For English and Chinese Language Acquisition, students will be assessed with the criteria of their phases. 9

Page 10 For every subject, the MYP assessment criteria are divided into four aspects. They can be sum-marized as follows. Each criterion is elaborated by a number of strands. The strands show the detailedaspects that indicate learning expectations. Below is an example of the different strands for differentyears in Criterion A: Analyzing in Language & Literature. The bolded verbs in different strands are calledcommand terms. “ An understanding and mastery of the command terms is an ATL skill that can beapplied in new situations across the MYP subject groups as well as in further study, including in the DPand IBCC” (MYP: From principles into practice 82).The emphasis of learning command terms reflects the IB philosophies that students should be equippedwith skills that are applicable in different areas across time, cultural, or space boundaries. Therefore,when teachers design assessment tasks, they should not focus on mastery of “content” but mastery of“skills” through content. With respects to expectations for different years, the command terms vary intheir difficulty levels. In the example below, command terms for year 1 strand i are identify and com-ment, whereas for year 3 are identify and explain. To comment requires students to give a judgement,while to explain asks for giving reasons or causes. Please find Appendix 4 for the full list of the MYP com-mand terms and their definitions. 10

PaCgreite1r1ion A: Analysing (Language & Literature) Maximum: 8 At the end of year 1, students should be able to: i. identify and comment upon significant aspects of texts ii. identify and comment upon the creator’s choices iii. justify opinions and ideas, using examples, explanations and terminology iv. identify similarities and differences in features within and between texts. Maximum: 8 At the end of year 3, students should be able to: i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among texts ii. identify and explain the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. interpret similarities and differences in features within and between genres and texts. Maximum: 8 At the end of year 5, students should be able to: i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across and within genres and texts. Operation Wallacea 11

P*aTghee1M2 YP requires that all strands should be assessed twice in a subject per school year. To meet the local requirement, all strands should be assessed at least once per semester. How to Use MYP Assessment Criteria to Determine Achievement Levels for a Task Each criterion is divided into four achievement level bands: 1-2, 3-4, 5-6, and 7-8. It's helpful to under- stand them like this: 1-2 = Rarely, 3-4 = sometimes, 5-6 = often, 7-8=nearing always. When teachers design a summative assessment, they identify the criterion and the strands to assess and develop task-specific clarifications (TSCs) to elaborate what these prescribed criteria and strands mean for the task. With the TSCs, they will follow the steps below to make a “best-fit” judgement. This practice, as detailed in Further guidance for developing MYP assessed curriculum, is called a criterion-related grading method. 1. choose one strand of the criterion being assessed 2. start with level 0, move through each band until they reach a statement that no longer de- scribes the student’s level of achievement. 3. Note the next lowest achievement level and confirm that it accurately describes the student’s work. 4. Repeat this process for each strand of the criterion being assessed 5. Observe the pattern of achievement across levels against the relevant strands. 6. If most or all descriptors of the student’s work lie within the same achievement level, make a ho- listic judgment about whether the student’s work demonstrates the qualities described in that band to a greater extent (awarding the higher level) or a lesser extent (awarding the lower lev- el). 7. If the descriptors are distributed across multiple achievement levels, use your professional judg- ment to select the level (0 or 1–8) that, overall, best matches the student’s work. Remember, students do not have to demonstrate that every relevant strand of the criterion describes their work in order to be awarded an achievement level in that band. 8. Criterion-related assessment does not require students to meet every strand of a criterion in or- der to be awarded a specific achievement level or progress to the next level. MYP assessment relies on teachers’ professional judgment to develop and apply shared understandings of “what good looks like.” Those understandings are best developed through a process of standardiza- tion. (7) Criterion-related model helps students: ● Understand expectations for different tasks ● improve based on their performance on different criteria, rather than being ranked from each other. ● Monitor their own progress. This will develop their critical-thinking skills and self-assessment skills. l 12

PCagriete1r3ion-related model enables teachers to: ● Move away from averaging grades over a grading period ● Understand students better with the criteria descriptors ● Measure student’s understanding of the whole course instead of individual components ● Modify the objectives by developing task-specific clarifications to increase the specificity of the assessment tasks and to ensure standardization and consistency in assessment. Fair Grading To ensure standardization of assessment in subjects and personal project, teachers teaching the same subject group of the same grade level or the personal project supervisors and advisors meet regularly to go through the following procedure: 1. Standardization: Teachers develop task-specific clarifications(TSCs) together to make sure they communicate to their students the same expectations for the task Moderation: Teachers agree on their understanding and application of criteria before deciding on achievement levels Late Policy The late policy applies to both formative assessment and summative assessment. The approaches to late work vary according to types of absences and forms of assessment. Types of absences - excused absences and unexcused absences Excused absences include: ● Illness of one or two days approved by the DSA with a parent note or a doctor note. ● Illness of more than two days approved by the DSA with a long-term leave application form and a doctor note. ● Absence due to personal tragedy such as a death of a family member. ● Absence informed the teacher in advance. In cases where students require more time to com- plete their work, they should make the request via email or paper including the reasons and the proposed deadline no later than 24 hours before the announced deadline. The teacher can decide whether to permit the extension and has the right to assign a different deadline. Unexcused absences If none of the aforementioned situations apply, the absences are considered unexcused. Operation Wallacea 13

PaFgeor1m4 s of assessment - scheduled quiz/exam/presentation/performance and others Scheduled quiz/exam/presentation If a student misses a scheduled quiz/exam/presentation/performance with excused absences, he/she will be informed by the teacher with the time and venue to take the quiz/exam. If a student misses a scheduled quiz/exam with unexcused absences, he/she will receive a zero on the quiz/exam. Others Other tasks include essays, projects, products, etc. A work is late when the work is neither uploaded on ManageBac nor handed in physically to the teacher by *the announced deadline or *the extended deadline. Each formative assessment should always build towards the summative assessment. Therefore, when a student misses a summative submission, the teacher will use formative assessments to evidence Criterion Achievement levels. For example, the teacher sets 3 formative submis- sion dates before the summative submission date for a project. A student has completed 50% on the last formative submission date but hands in nothing on the summative submission date, then the teacher give grades based on the 50% of the work. *Definition of an announced deadline: The deadline is recorded on ManageBac or announced by the teacher in class. Students are ex- pected to complete all assignments and meet the announced deadlines. *Definition of an extended deadline: Extension is approved in the case of excused absences. The extended deadline will be informed by the teacher to the student and recorded on ManageBac. 14

Determining An Interim/ Final GradePage 15 Learning is a continuum, and so is assessment. A well-planned assessment continuum may look like this.Throughout the learning process, students are given many opportunities to reflect and improvethrough various formative assessment tasks in order to achieve learning expectations summatively.When determining a final grade, teachers look at the four criteria respectively. For every criterion,teachers -Adapted from Global Jaya School MYP Student and Parent Guide 18look for apattern reflected by students’ formative and summative performances, and use a “best-fit”judgement to determine a 1-8 grade for that criterion. Teachers will consider the followingquestions:● How is the student’s achievement reflected by the most recent summatives and formatives?● Since the beginning of the year, what is the highest and sustained achievement in that criterion?● Based on all available evidence, which level grade descriptor best tells you about the student in that criterion at the time of reporting? -Adapted from Global Jaya School MYP Student and Parent Guide 18 15

Page 16 Teachers entear the grades of the four criteria on ManageBac, which will convert the sum into a 1-7 MYP grade using the table below. It’s important to know that the conversion is not a numerical result, but rather an indication of the corresponding descriptor in the conversion table below. Based on the “best-fit” judgement method, formatives are essential in determining the final grades. 16

PGargaed1e7 Levels total Descriptor7 28-32 Produces high-quality, frequently innovative work. Communicates compre- hensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative think- ing. Frequently transfers knowledge and skills with independence and exper- tise in a variety of complex classroom and real-world situations.6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independ- ence.5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, some- times with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situa- tions.4 15-18 Produces good-quality work. Communicates basic understanding of most con- cepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstand- ings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demon- strates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.1 1-5 Produces work of very limited quality. Conveys many significant misunder- standings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.*Students get a zero if the levels total is a zero 17

Page 18 *The final grade for each criterion indicates the pattern of that criterion The MYP final grade is 5 (converted from the sum of 19) *Inappropriate grading practices ● Determining grades using a proportion of scores for classwork, homework and tests ● Determining grades by averaging summative performance scores over the year ● Using single pieces of work to determine final grades -MYP: From principles into practice 92 Wallacea Recording Achievement Levels/ Grades ● All formative and summative tasks need to be assigned as “Tasks” on ManageBac (including due dates) ● Teachers need to download the grade books and store in Faculty Drive ● Teachers should scan or take photos of their“anchor papers”(one high-level work, one mid-level work, and one low-level work) in Faculty Drive ● Except for Arts, PHE, and Design, all subject groups are required to enter comments at least once per semester ● For Arts, PHE, and Design, considering the huge number of students, no comments are required ● Approaches to Learning (ATL) skills grades should be recorded every term ● For a student who transfers to another class during the semester, the teacher of the new class retrieves grades by Talking to the teacher of the student’s previous class Downloading the term or semester grade book for the old class from Faculty Drive Asking DAA admin for the grades 18

PRaegep1o9rting Achievement Levels/ Grades Student performance in KCIS will be reported in two separate ways: Academic Grades - overall evaluation of student’s achievement ● Achievement level is the 1-8 grade for different criteria. ● Interim Grade and Final Grade refer to the 1-7 grade converted by adding together the student’s final achievement levels in all criteria of the subject group. ● Only Term 4 1-7 grade is called Final Grade, the 1-7 grade for other Terms is called Interim Grade. ● Since Term 1 does not necessarily have all the four criteria assessed, there could be no Interim Grade but only Achievement levels for the criteria that have been assessed. Please refer to the number line below. ● Interim Grade is available to individual students and parents on Managebac ● Final Grade is available to individual students and parents on Managebac and I-School 19

PaAgpep2r0oaches to Learning(ATL) skills attainment (behaviors that promote learning) Factors that de- scribe actions and behaviors that support academic achievement. This is framed using the ATL skills - organization and collaboration, aligned to KCIS student learning outcomes. ● ATL skill attainment is reported by four indicators - Exceeding Expectations (EE), Meeting Expec- tations (ME), Approaching Expectations (AE), and Below Expectations (BE). ● ATL skill attainment reports are available to individual students and parents on Managebac Local Requirements To meet requirements of Taiwan’s Ministry of Education(MOE), Term 2 interim and Term 4 final MYP grades are converted to percentages and reported to the MOE. (See Appendix 1 for the conver- sion table) During school open day events, such as PTC and Coffee with the Principal, parents are invited to communicate their questions and suggestions to teachers or administrators Midyear transcripts In cases where students need midyear transcripts to apply for scholarships or for other purposes, teachers are to look for students’ pattern of achievement and give predict- ed grades on the criteria having been assessed. The predicted grades might be the same or different to the grades reported on the latest progress reports, depending on teachers’ professional judgement. If percentage grades are required for midyear transcripts, the predicted grades will be converted according to Appendix 2 Midyear Transcript Conversion Table Make-up testing Students whose semester grades, converted into percentages, are below 60 are required to take make-up tests during winter or summer break. After Assessment Allow students to participate in and reflect on their assessment Adjust instruction based on the assessment results Frequently consult and always adhere to policies and subject guides M onitoring and Revision of the Policy This policy was first developed and written by the curriculum coordinator and the MYP coordinator in 2017/2018. The assessment policy has been further updated by the policy review committee com- posed of KCIS’s academic administrators and teaching staff. The policy will be reviewed and updat- ed on an annual basis with reference to MYP: From principles into practice and the Programme standards and practices. 20

Page 21 Appendix Appendix 1 Conversion Table Percentage Grade 100Total IB Letter Grade GPA AP/Honors Weighted 99 32 7 98 31 7 A+ 4.3 4.8 97 30 7 97 29 7 A 4.0 4.5 96 28 7 A- 3.7 4.2 95 27 6 B+ 3.3 3.8 94 26 6 B 3.0 3.5 93 25 6 B- 2.7 3.2 92 24 6 C+ 2.3 2.8 90 23 5 C 2.0 2.5 89 22 5 C- 1.7 2.2 86 21 5 D+ 1.3 1.8 83 20 5 D 1.0 1.5 82 19 5 D- 0.7 1.2 80 18 4 79 17 4 F 0.0 0.0 76 16 4 72 15 4 F 0.0 0.0 70 14 3 F 0.0 0.0 68 13 3 65 12 3 61 11 3 59 10 3 52 9 2 46 8 2 40 7 2 39 6 2 35 5 1 29 4 1 25 3 1 20 2 1 0 1 1 0 0 21

Page 22Appendix 2 Midyear Transcript Conversion Table For four criteria For three criteria For two criteria For one criterionMYP 1-7 IB Criterion Score out IB Criterion Score IB Criteri- Score IB Criterion Score Grade of 100% Grade out of on Grade out of Grade out of 100% 100% 100%7 32 100 24 100 16 100 8 1007 31 997 30 98 23 98 15 97 7 947 29 977 28 97 22 97 14 94 6 886 27 966 26 95 21 94 13 91 5 826 25 946 24 93 20 92 12 88 4 765 23 925 22 90 19 90 11 85 3 705 21 895 20 86 18 88 10 82 2 645 19 834 18 82 17 86 9 79 1 584 17 804 16 79 16 84 8 764 15 763 14 72 15 82 7 733 13 703 12 68 14 80 6 703 11 653 10 61 13 78 5 662 9 592 8 52 12 76 4 642 7 462 6 40 11 74 3 591 5 391 4 35 10 72 2 561 3 291 2 25 9 70 1 531 1 20 8 68 7 65 6 64 5 60 4 58 3 55 2 53 1 50 22

Page 23Appendix 3 MYP Command TermsCommand term DefinitionAnalyse Break down in order to bring out the essential elements or structure. To identify partsAnnotate and relationships, and to interpret information to reach conclusions.Apply Add brief notes to a diagram or graph.CalculateClassify Use knowledge and understanding in response to a given situation or real circum-Comment stances. Use an idea, equation, principle, theory or law in relation to a given problemCompare or issue. (See also “Use”.)Compare and con- Obtain a numerical answer showing the relevant stages in the working.trastConstruct Arrange or order by class or category.Contrast Give a judgment based on a given statement or result of a calculation.Create*Critique* Give an account of the similarities between two (or more) items or situations, refer- ring to both (all) of them throughout.DeduceDefine Give an account of the similarities and differences between two (or more) items orDemonstrate situations, referring to both (all) of them throughout.Derive Display information in a diagrammatic or logical form. Give an account of the differences between two (or more) items or situations, refer- ring to both (all) of them throughout. To evolve from one’s own thought or imagination, as a work or an invention. Provide a critical review or commentary, especially when dealing with works of art or literature. (See also “Evaluate”.) Reach a conclusion from the information given. Give the precise meaning of a word, phrase, concept or physical quantity. Make clear by reasoning or evidence, illustrating with examples or practical applica- tion. Manipulate a mathematical relationship to give a new equation or relationship. 23

Page 24Cteormmmand Definition Describe Design Give a detailed account or picture of a situation, event, pattern or process. Determine Develop* Produce a plan, simulation or model. Differentiate Obtain the only possible answer. Discuss To improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective Distinguish state. Document* Obtain the derivative of a function. Draw Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Estimate Opinions or conclusions should be presented clearly and supported by appropriate evidence. Evaluate Make clear the differences between two or more concepts or items. Examine Credit sources of information used by referencing (or citing) following a recognized referencing Explain system. References should be included in the text and also at the end of the piece of work in a refer- Explore ence list or bibliography. Find Formulate Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) Hence should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points cor- Otherwise rectly plotted (if appropriate) and joined in a straight line or smooth curve. Identify Obtain an approximate value for an unknown quantity. Integrate Interpret Make an appraisal by weighing up the strengths and limitations . (S e e als o Investigate “Critique”.) Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Give a detailed account including reasons or causes. (See also “Justify”.) Undertake a systematic process of discovery. Obtain an answer showing relevant stages in the working. Express precisely and systematically the relevant concept(s) or argument(s). Use the preceding work to obtain the required result. It is suggested that the preceding work is used, but other methods could also receive credit. Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature. Obtain the integral of a function. Use knowledge and understanding to recognize trends and draw conclusions from given information. Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. 24

Page 25 ReferencesWorks CitedFurther guidance for developing MYP assessed Curriculum. InternationalBaccalaureate, 2015.Global Jaya School MYP Student and Parent Guide. Accessed 21 March. 2018.MYP: From principles into practice. International Baccalaureate, 2014. 25

Page Academic Policy *This policy honors the KCIS Merit/Demerit Policy (M.O.E. Approved) TABLE OF CONTENTS Introduction……………………………………………………..……………………………………………….4 Definition of Academic Misconduct………………………...……………………………………….…….5 Examples of Academic Misconduct………………………..………………………………….…….…….6 School’s Response to Academic Misconduct……………..………………………….…………….…...9 School’s Commitment to Academic Honesty………………..………………………….……………....13 Bibliography…………………………………………………..…..…………………..……….……………....17 Appendix A: Guidelines for Academic Honesty Skills per MYP Year……………...……………....18 AppendixB: Academic Honesty Letter.……..…………………………………………………………...20 Appendix C: Citing and Referencing Checklist.…………………………………………………….....21 Appendix D: Guidelines..…………………………………………………………..……….22 Appendix E: Excerpts of IB MYP Guide: Effective Citing and Referencing 2014…………….…...23 Appendix F: MLA Citation Examples.……………………………………………………………………...26 Operation Wallacea 26

Page 27 Academic Honesty Policy For the IB Middle Years ProgrammeIntroduction Kang Chiao International School (KCIS) wholly supports academic integrity and respect for theintellectual as well as creative property rights of others. The school strongly adheres to the InternationalBaccalaureate policies and standards for academic honesty, and actively promotes an honest andresponsible use of the ideas, words, or concepts of others to guide academic research and the pro-duction of authentic work. We wish for all students to embrace the IB Learner Profile ethos of learners,which encourages learners to be `Principled’ and to `act with integrity and honesty, with a strong senseof fairness, justice and respect for the dignity of the individual, groups and communities.’ (IB LearnerProfile revised version, August 2013).Policy The IB requires that every IB World School offering the MYP must have a policy to promote aca-demic honesty. This policy must be shared with MYP candidates and their legal guardians when theybegin the programme, and must be followed up with training and instruction at regular intervals,throughout the programme. IB teachers are best placed to determine whether candidates’ workmeets the IB’s standards concerning academic honesty. The IB expects teachers to use appropriatemeans to ensure that work is, to the best of their knowledge, the candidate’s authentic work. Schoolsare responsible for checking and authenticating all candidates’ work before submission to the IB forassessment or moderation. Work that cannot be authenticated by the teachers must not be submittedto the IB for assessment. (MYP Assessment Procedures, 2018; Academic Honesty in the IB EducationalContext, 2016)MYP candidates refer to students who seek to pursue the IB MYP Certificate. This is only applicablewhen the school has been authorized. 27

Page 28Academic Honesty The IB upholds principles of academic honesty, which are seen as a set of values and skills thatpromote personal integrity and good practice in teaching, learning and assessment. It is closely tied tothe IB Learner Profile. It is also closely tied and interwoven with the teaching of ATL skills in the MYP,which include research skills, as well as citing, referencing, paraphrasing and more. The document IBOFrom Principles into Practice 2014, pp.97-104 shows specific examples of the ATL skills which need to betaught for Academic Honesty. See Appendix A of this policy for specific examples.The IB Learner Profile states that IB learners strive to be “principled.” We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. (IB Learner Profile revised version, August 2013)The IB defines academic honesty as follows: An authentic piece of work is one that is based on [the student’s] individual and original ideas with the ideas and work of others fully acknowledged. Therefore, all assignments for assess- ment, regardless of their format, must wholly and authentically use that [student’s] own lan- guage, 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. (IBO From Princi- ples into Practice 2014)If learners do not adhere to the principles of academic honesty, it will lead to academic misconduct.Definition of Academic MisconductThe IB Organization defines academic misconduct as “Behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment, and behaviour that may disadvantage another candidate is also regarded as academic mis- conduct.” (IBO General Regulations: MYP Article 20; IBO From Principles into Practice 2014; IBO Handbook of Procedures for MYP 2017; IBO MYP Assessment Procedures 2018) 28

PAagcea2d9emic Misconduct Academic misconduct is a breach of these general regulations and includes, but is not restricted to, the following: plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment collusion—this is defined as supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a community service record, disclosure of infor- mation to and receipt of information from candidates about the content of an onscreen ex- amination within 24 hours after the examination via any form of communication/media), and duplication of work. (IBO General Regulations: MYP Article 20; IBO MYP Assessment Procedures 2018) Examples of Academic Misconduct Plagiarism Any representation of others’ work as your own ● Copying someone else’s work without using quotation marks and appropriate citation and ref- erencing such as MLA, APA, or other acceptable conventions. Although the IB doesn’t prescribe any one style (IBO: Effective Citing and Referencing p. 1), at KCIS, MLA is the most widely used form, and its method is constantly communicated by teachers. Nevertheless, students should be consistent in the use of one citation/referencing method as prescribed by their respective sub- jects. ● Using someone else’s ideas and write in your own words (paraphrasing or summarizing) without using appropriate citations. ● Taking information from the Internet, CD-ROMs, DVDs, electronic media, email messages, or con- versations and put it in your own work without citing the sources appropriately. Note: Maps, photographs, illustrations, data, graphs, computer programs, audio/visual media, et cetera, all require appropriate citations. 29

Page 30 How to avoid plagiarism? Quote, Summarize, Paraphrase plus Cite and Reference *See Glossary Golden Rule 1: Read. Close the text. Write your own words. Check text again. Collusion ● Helping someone else cheat, both deliberately and through support. ● Allowing your work to be copied and/or submitted by another student. ● Divide and conquer approach, where you are not the author of the entire assignment given by the instructor (if not part of assignment guidelines, such as collaboration). ● Representing significantly unequal work as an equal collaboration. ● Writing a paper or doing homework for another student, both at the time of the assessment, as well as sharing completed work with students who take a course in the future. ● Sharing information about assessment content and questions with other students. [Collusion is to be contrasted with collaboration. The latter can be defined as multiple students actively engaged during the course as well as in the creation of a product per the assignment guidelines. It is important to note that teachers must be clear with assignment guidelines to specify what collaboration versus collusion on any given task is.] Note: According to the IB, “teachers need to document carefully the input of individuals working in a group situation so that the achievement levels for individual students can be determined” (MYP: From Principles to Practice, 2014). You might be asked to do peer-evaluation, self-evaluation, or an oral evaluation, to be assessed individually. 30

Page 31 Any other behavior that gives an unfair advantage to an individual in the assess- ment of academic work There are a number of other forms of academic misconduct. Other forms include: ● Duplicating work to meet the requirements of more than one assessment component ● Falsification or inventing fictitious data for an assignment ● Taking unauthorized material into an examination room ● Disruption of an examination by an act of misconduct, such as distracting another candidate or creating a disturbance ● Exchanging, supporting, or attempting to support, the passing on of information that is or could be related to the examination ● Failing to comply with the instructions of the invigilator or other member of the school’s staff re- sponsible for the conduct of the examination ● Impersonating another candidate ● Theft of examination papers ● Disclosure or discussion of the content of an examination paper with a person outside the imme- diate school community within 24 hours after the examination ● Use of essay-writing services (ghost-written or purchased essays, OR hiring private tutors to write essays) offering assistance in writing essays or other assessment materials. ● Duplication of work: You submit the same work for different courses or to meet different require- ments. You are assigned to submit the same assignment to more than one teacher as part of an interdisciplinary unit, you should pay attention to the disciplinary and interdisciplinary task- specific clarifications to comply to academic honesty. [Coordinators should refer to Academic honesty in the IB educational context (August 2014, updated November 2016) and the General regulations: Middle Years Programme (articles 20, 21 22, 23, 24 and 25) for further details]. 31

PSacgheo3o2 l’s Response to Academic MisconductResources for monitoring academic honesty The school uses to monitor the authenticity of student work in the MYP Pro-gramme. It is integrated into Managebac. Teachers are expected to set up assignments, moni-tor originality reports and take action if necessary. There are specific settings for this on Turnitinand/or Managebac when assigning an assessment. All middle and high school students will beexpected to submit summative work to the site, or integrate its use in their ManageBac tasks,where appropriate. The system generates a report which shows the degree to which the material shows simi- larity to other sources, such as publications or other students’ work. Students are able to see the similarity report as a way of feedback and are able to self-correct and resubmit over the origi- nal assignment until the date the assignment is due, if allowed by the teacher (see Turnitin set- tings). Any documents that emerge from screening as problematic will be dealt with according to the consequences below.Referencing and Citation MYP students will be systematically introduced to the need for, and practice of, refer-encing and citation that follows simple formats. This will be done by the teachers, after re-ceiving training during in-house Professional Development (PD) workshops. Formative andsummative assessments will require the inclusion of references in the form of developing bibli-ographic information for all years and phases, where appropriate, as decided by the teacher,for specific types of assessments. It is therefore up to the prerogative of the teacher, as someassessments may, in nature, not require citing and referencing. Use of quotations for language directly lifted from sources will be required, as well ascorrect paraphrasing and summarizing. Simple citation methods will be introduced toacknowledge quotations and intellectual ideas. Assessment Criteria (assessment rubrics),where appropriate, will include requirements for citation and referencing directly related toeach grade/year level. KCIS prefers the use of MLA style, but different subjects may use dif-ferent styles, as long as it is used consistently. The IB MYP does NOT prescribe or specifyuse of any one style.*For further guidelines on why, what, when and how to cite and reference, see the IB MYPGuide: Effective Citing and Referencing 2014). 32

PCaogen3se3 quencesThe consequences of academic misconduct will depend on 2 factors: the MYP year in which the student is whether the misconduct was deliberate or inadvertent.[*Consequences adhere to the KCIS Merit/Demerit Policy, as approved by the M.O.E. Taiwan.]MYP year “In the MYP, approaches to learning skills (ATLs) are particularly relevant to academic hon- esty given the clear links to students’ developing competencies in self-‐management, re- search and communication. [...] MYP teachers are responsible for guiding and supporting students in the development of academic honesty in ways that prepare them for further study. As students gain experience in the MYP, they can develop the understanding and behaviour necessary to avoid pitfalls in formal high‐stakes assessments as well as externally assessed coursework and culminating projects.” (IBO Handbook of Procedures for the MYP 2017) In the lower years, students are still developing the ATL skills required for approaching assign-ments with academic honesty. The expectation for use of proper citation starts at the beginning ofmiddle school; this expectation is scaffolded, depending on the age and time in the school. There-fore, there will be different consequences for different MYP years, as set out in the table below.Deliberate or inadvertent misconduct If a student submits work where plagiarism is apparent, specifically due to a lack of refer-encing skills, it would be classified as inadvertent (unintentional/honest mistake) misconduct. If a student submits work where misconduct is evident, for example in the form of deliberate(intentional) plagiarism or collusion, it would be classified as deliberate misconduct. IB teachers arebest placed to verify that a candidate’s work complies with the IB’s expectations concerning aca-demic honesty. (IBO Handbook of Procedures for the MYP 2017)*See the table below for details 33

PThageefo3l4lowing table of consequences is for non-test/non-exam misconduct*Level 4 number 2 plagiarism第四級:符合下列行為或任何一項三級違規累犯屢勸不聽者,登記「藍色警告信」(小過)處份。*Level 5 number 1 cheating; number 7 violations of copyright and intellectual property第五級:符合下列行為或任何一項四級違規屢勸不聽者,登記「紅色警告信」(大過)處份。Grade/Year Deliberate Inadvertent (Honest Mistake) KCIS Policy: Demerit Level7-8 -one chance -unlimited chances -plagiarism (Level 4 No. 2) -collusion (Level 4 No. 21) -others, e.g. cheating (Level 5 No. 1), violations of copyright and intellectual property (Level 5 No. 7), etc.9 - 10 -zero chances -unlimited, but according to -plagiarism (Level 4 No. 2) teacher’s discretion and time allowance -collusion (Level 4 No. 21) -others, e.g. cheating (Level 5 No. 1), violations of copyright and intellectual property (Level 5 No. 7), etc.Grades 7-8/MYP Year 2-3 In practice this means that in the lower years, for grades 7 to 8/MYP years 2-3, studentsare still developing the approaches to learning skills (ATLs) required for approaching assign-ments with academic honesty. The teacher must first decide if evidence of misconduct is (1) due to a lack of academic honesty skills (inadvertent/honest mistake) or (2) a deliberate act of academic dishonesty.In both cases, a record will be placed in the student’s file, and on Managebac Behavior, fortracking purposes.● lack of skills: with guidance, the student will be given the opportunity to rectify the situa- tion, with unlimited chances..● deliberate: the student will be given a formal warning and one opportunity to rectify the situation will be given. In subsequent instances, the work in question will be awarded a level 0 for the rele- vant assessment criterion, but as is the case in the KCIS Assessment Policy, previous formatives may be used to award a best-fit criterion level of achievement (1-8) The issue will be referred to the MYP coordinator for further action and an academic honesty letter will be sent to parents via Managebac. 34

Grades 9-10/MYP Year 4-5Page 35For grades 9 to 10/MYP years 4-5, the teacher must also decide if evidence of misconduct is(1) due to a lack of academic honesty skills (inadvertent/honest mistake) or(2) a deliberate act of academic dishonesty.In both cases, a record will be placed in the student’s file, and on Managebac Behavior, for tracking purposes.lack of skills: the student will be given the opportunity to rectify the situation within a given period of time, according to teacher’s discretion and time allowancedeliberate: zero chances will be given to rectify deliberate misconduct at this level. The work in question will be awarded a level 0 for the relevant assessment criterion, but as is the case in the KCIS Assessment Policy, previous formatives may be used to award a best-fit criterion level of achievement (1-8). The issue will be referred to the MYP coordinator for further action and an academic honesty letter will be sent to parents via Managebac. In addition, parents will be asked to attend a meeting with the subject teacher, MYP coordinator and relevant principal. The purpose of the meeting is to determine whether there was a clear attempt to deceive on the part of the student and possible consequences that is in line with the KCIS Merit/Demerit Policy (MYP Year 4-5).The consequences for test/exam misconduct can be found in the KCIS Merit/Demerit Poli-cy. They are the following:Level 4 number 6: not following examination procedures correctly (minor offences)Level 4 number 10: deceiving teachers; Level 5 number 1: cheating 35

SPcagheo3o6l’s Commitment to Academic HonestyThe following actions will be taken to ensure the school community is fully committed to ensuring ac-ademic honesty:● The Academic Honesty Policy will be made available to all stakeholders via the school’s website, and during Parent-Teacher conferences, as well as other relevant means of communication● At the beginning of each academic year, students and parents will co-sign an academic be- havior agreement.● Students will have access to an appropriate citation and referencing guide, such as, but not restricted to, MLA. At KCIS, except for Science, all other subjects adopt MLA as the citation style.● All teachers will receive training on implementation and monitoring of the policy.● Teachers will give further advice and guidance to students on the implementation of the Aca- demic Honesty Policy and the development of good academic research practices.● An Academic Honesty Policy committee will review and update the policy each academic year.● The school will use the software company as a plagiarism verification service. Drafts of assessment tasks and all formal assessment tasks will be submitted for analysis, as per teach- er’s discretion, and depending on the nature of the assessment. Students will receive a copy of the analysis and guidance on areas of concern.It is the school’s responsibility to● hold professional training on academic honesty for the school faculty, including electronic re- sources, such as library databases, and Turnitin.● cultivate a whole-school positive environment regarding academic honesty, where staff model this in their dealings with learners, and encourage them to be principled and honest learners,● structure the curriculum in a manner that allows students to develop the habits of academic honesty over time,● ensure that students adhere to the basic principles of academic honesty, as appropriate for their age level,● ensure that all members of the school community understand the value of academic honesty,● ensure that incidents of academic dishonesty are dealt with in a manner appropriate to the assessment practices of the IB programme in question,● promote a consistent approach to citation by the use of one common system per subject area (MLA for example). 36

IPt aisgeth3e7 teacher’s responsibility to● foster a positive attitude towards academic honesty by focussing on honesty instead of dishonesty.● introduce online resources such as EBSCO, JSTOR (required) and school library online sources, and make use thereof mandatory for assessments that require citation and referencing. (School PD)● show and model academic honesty in their own work,● set clear expectations for assessments, and provide guidance regarding correct citing/referencing● encourage and support students in developing the skills and attitudes required for completing as- signments in an academically honest manner,● use Turnitin for formal assessments in the MYP, and as part of regular routine for students● deal with incidents of academic dishonesty in an appropriate manner (see consequences guide- lines), and refer incidents for further action if necessary.● explicitly instruct and practice the ATL skills of research and self-management, and include all rel- evant ATLs in formative assessmentsTeachers will also reinforce good academic practice by modeling appropriate citation of sources inwritten teaching material and class presentations. They are required to thoroughly review and assesswritten assignments for issues of plagiarism, and will be assisted in this through plagiarismdetection software.Student’s responsibilityKang Chiao students are expected to fully embrace the attributes of the IB Learner Profile in all work theyproduce. As such, they will be expected to be: `Principled students,’ who, `…act with integrity and hon-esty, with a strong sense of fairness and justice,’ and who, `take responsibility for our actions and theirconsequences.’ (IB Learner Profile revised version, August 2013)In accordance with the IBO Handbook of Procedures for the MYP (2017), the candidate is ultimatelyresponsible for ensuring that all work submitted for assessment is authentic, with the work or ideas ofothers fully and correctly acknowledged. Kang Chiao students will take the responsibility of ensuring fullunderstanding of what constitutes academic honesty, and actively inquiring should there be any areason which they are unclear. Students need to ensure that all work submitted is authentic, and has full andcorrect acknowledgement of others’ work and ideas. 37

Page 38 All students need to: ● have ultimate responsibility for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged using a consistent style, such as MLA. ● be responsible for complying with the internal school deadlines for the submission of all work. ● seek clarity from teachers and relevant coordinators regarding any aspect of the Academic Honesty guidelines. (When in doubt, ask for help. Teachers will be happy to help learners). ● familiarize themselves with what constitutes academic honesty ● practice the ATL skills of research and self-management, particularly in planning their time, in or- der to do the work properly ● actively take pride in, and exhibit, the IB Learner Profile aims, in particular being principled and knowledgeable inquirers. It is the parents’/guardians’ responsibility to: ● encourage their child to ask their teachers for advice if they are having difficulties with their work. ● read the academic Honesty Policy, and establish a good level of communication with the school so that they understand the requirements of the MYP and what is expected of students. ● support their child, but make sure he or she is the one responsible for the work done. ● monitor hired tutors to ensure authentic student work ● address concerns of academic misconduct with their child and school personnel, if necessary. ● Parents/ guardians will have full access to the school’s Academic Honesty Policy, as well as the relevant IBO Guides, and will be encouraged to read and understand the policy. Parents will need to assist in guiding their child to ensure they present work with integrity, honesty, and re- spect. (IB Handbook of Procedures for MYP 2017; Skagerak International School; Bloomfield Hills Schools) 38

PRaegve i3e9w of the Policy This policy will be reviewed and updated annually by the KCIS school community.Written: January 2018 by the school’s IB Coordinators and a team of teachers across multiple subjectsFirst Review and Update: scheduled forAugust 2019 All stakeholders will have access to input via Google Forms Survey. Transparency and participation is KEY to this whole policy.Communication of the PolicyAcademic Honesty in the IB Educational Context (2016) states that the Academic Policy needs to betransparent and readily available to all stakeholders involved.Therefore, this Policy will be published on the school’s websites, discussed with each grade level, andpublished on Managebac, as well as other appropriate channels of communication with parents/guardians and students. In-house Professional Development workshops will also introduce it to theteachers. Posters will be prominently displayed schoolwide, and provide easy access for students to doa quick-check or review. Golden Rule 2: “Give Credit Where Credit Is Due.” Golden Rule 3: “When In Doubt, Cite!” 39

Page 40 Bibliography The following documents were consulted in the process of developing this policy: Bloomfield Hills High School, Bloomfield Hills Middle School, East Hills Middle School, & West Hills Mid- dle School. Academic Honesty Policy. Version December 2014. Ac- cessed 01 March 2018. The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U. 2016. https:// Accessed 01 March 2018. Skagerak International School. Academic Honesty Policy. Version 2016-2017. https:// Accessed 01 March 2018. IB Learner Profile revised version, August 2013 IBO. (2014). Effective Citing and Referencing. Cardiff: International Baccalaureate Organization. IBO. (2014). General regulations: Middle Years Programme. Cardiff: International Baccalaureate Organization. IBO. (2014). MYP: From Principles into Practice. Cardiff: International Baccalaureate Organization. IBO. (2016). Academic Honesty in the IB Educational Context. Cardiff: International Baccalaureate Organization. IBO. (2017). Handbook of Procedures for the MYP. Cardiff: International Baccalaureate Organiza- tion. IBO. (2018). MYP Assessment Procedures. Cardiff: International Baccalaureate Organization. 40

Page AppendixGuidelines: Academic Honesty Skills per MYP YearI = Introduce/ P = Practice/M = MasteryMiddle Years: MY2 – MY5 M M M M *ATLsThe importance of giving other people credit for their work, ideas,and products. 2345How to use text and electronic resources for research I P M M VI. 3-4 /Strategies for evaluating reliability and validity of source material P(CRAAP) I P M M I. 3Note taking skills, for example the Cornell System / VI. 1-2 PWhat is plagiarism? How to avoid it. I P P M VIII. 2Simple paraphrasing and summary of source material I P M M I. 2 /Ways to acknowledge sources (cite and reference for books, journals Pand websites) I P M M VI. 4Use of direct quotations and a wide variety of in-text citations / PWays to acknowledge information derived from a wide variety of I M M M I. 1electronic sources /To compile a Works Cited list according to a recognized convention P(MLA 8) I M M M VI. 4What defines academically honest behaviour in a variety of situations /(including group work, tests and exams) PA variety of note taking skills I P MM /Techniques for acknowledging direct quotations with an in-text citation P I P M M VI. 4 I P M M VI. 4 / P I PPM I I P M I. 2 // PP I I P M VI. 4 / P 41

PagSek4il2ls of paraphrasing, summarizing and adapting of source material I I/ P M I. 1 P Techniques for time management and self-management Considering bias in reference materials I/ P M M III. 1 Practice being and innovator, not an imitator P III. 2 Distinguishing between Primary and Secondary sources I P P M VIII. Formal skills for acknowledging source material according to a recog- 1 nized convention (MLA 8) I P P M IX. 1 To apply fair use guidelines and respect intellectual property and copyright I I/ M M VI. 5 P VIII. 1 I I P P VI. 4 / M I I P P VI. 3 / M 42

P(Aadgeap43ted from SIS 2016-2017)ATL Skills targeted in the above tableATL I. Communication Skills: communication through language Paraphrase accurately and concisely Take effective notes in class Find information for disciplinary and interdisciplinary inquiries, using a variety of mediaATL III. Self-Management: organizational skills Plan short- and long-term assignments; meet deadlines Set goals that are challenging and realisticATL VI. Research: information literacy skills Collect, record and verify data Access information to be informed and inform others Understand and implement intellectual property rights Create references and citations, use footnotes/endnotes and construct a bibliography ac- cording to recognized conventions Identify primary and secondary sourcesATL VII. Media Literacy Skills: interacting with media Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks) Demonstrate awareness of media interpretations of events and ideas (including digital social media)ATL VIII. Critical Thinking Skills: analyzing and evaluating issues and ideas Recognize unstated assumptions and bias Evaluate evidence and arguments ATL IX. Creative Thinking Skills: Generating novel ideas and considering new perspec- tives Create original works and ideas; use existing works and ideas in new ways (MYP: From Principles into Practice 2014, pp. 97-104) 43

Page 44Parent - Student LetterAs a member of the KCIS International School community, I formally acknowledge that I have readand understood the school’s Academic Honesty policy and procedures. I understand that the IBOand KCIS take the matter of academic honesty very seriously and I will always act with integrity,honesty and responsibility.I am aware that any occurrence of academic dishonesty may have serious consequences whichmay also have a negative impact on my academic record. I acknowledge that it is my responsibil-ity to seek assistance when I need help or support.Student’s printed name GradeStudent’s signature DateI have discussed this policy with my child.Parent’s signature Date 44

Page 45Citing and Referencing Checklist Use the checklist below to help remind you of when you need to cite information in your tasks. If you have questions about proper formatting, use the previous pages to help you or see your subject teacher. Documentation checklist When you have used an author’s exact words, have you put “quotation marks” around the quota- tion and named (cited) the original writer? (If you indent your quotation(s), quotation marks are not needed, but the author must still be cit- ed; have you cited your indented quotations?) When you put someone else’s thoughts and ideas in your own words, have you still named When you use someone else’s words or work, is it clear where such use starts— and where it finishes? Have you included full references for all borrowed images, tables, graphs, maps, and so on? Print material: Have you included the page number(s) of print material you have used (especially important with exact quotations)? Internet material: Have you included both the date on which the material was posted and the date of your last visit to the web page or site? Internet material: Have you included the URL or the DOI? For each citation in the text, is there a full reference in your list of references (works cited/ bibliography) at the end? For each reference in the list of references (works cited/bibliography) at the end, is there a citation in the text? Do(es) the first word(s) of the reference link directly to the citation as used? Is your list of references (works cited/bibliography) in alphabetical order, with the last name of the author first?(Effective Citing and Referencing 2014) 45 Guidelines(SIS 2016-2017) 46

P(IaBgMe Y4P7 Guide: Effective Citing and Referencing 2014)DefinitionsThe words listed here are often used, sometimes interchangeably, in text books and in style guides.To support understanding, the terminology in this guide uses the following definitions.DocumentationDocumentation is the stylized process of indicating sources in the text (citation) and giving full de-tails (references) to enable another reader to locate the sources.Style guideA style guide is a published manual that gives guidance on citation and references to help ensurethat our documentation is expressed consistently, and that we include all the elements needed forour sources to be identified.Some style guides offer more than one set of choices or sub-styles; if we use a particular sub-style,we must be sure to use the same sub-style throughout our work.As well as advice on citations and referencing, many published style guides give advice on spelling,abbreviations, punctuation, and so on. Many also give guidance on research and on the generalwriting process.Style guides in common use in the academic world include the following.● MLA (Modern Language Association) • APA (American Psychological Association) • Harvard • Chicago/Turabian • CSE (Council of Science Editors) • ISO 690 (International Organization for Standardization)Note local variations between style guides; writers should be sure to follow a single style guide con-sistently. When consulted sources are accessed online, the IB prefers the use of URLs (uniform re-source locators) or DOIs (digital object identifiers), even if the published style guide makes them op-tional.Owing to different editions of style guides, the variety of languages in which members of the IB com-munity complete their work, and diverse subject areas, the IB does not endorse any particular styleguide. This choice is left to the discretion of the authors/creators, or their advisers.For assessment purposes, IB students are not expected to show faultless expertise in referencing butare expected to acknowledge all uses of other people’s work. 47

Page Appendix Citation A citation is an indication (signal) in the text that this (material) is not ours; we have “borrowed” it (as a direct quote, paraphrase or summary) from someone or somewhere else. The citation in the text can be: • in the form of an introductory phrase, or • at the end of the statement, or • indicated by a superscript or bracketed number that leads to a similarly numbered footnote or endnote. Every citation should be given a full reference that enables the reader to locate the exact source used. Reference A reference gives full details of the source cited in the work; the parts or elements of the reference should be noted in a consistent order. Use of a recognized style guide will help ensure consistency, and will also ensure that all required elements are included. Every reference should be given a citation in the text. If we have looked at a source but not men- tioned or cited it in the text, then we do not include it as a reference. Bibliography/references/works cited Most style guides require a list of references at the end of the work. This is usually a list, in alphabetical order, of the authors (last name first), whose words and works have been cited in the work. The title of this section varies from one style guide to another. Each entry in the list of references includes the full information (or as much of it as can be found), expressed in a consistent fashion, which will allow an interested reader to track down exactly where you found the material you have used and cited. Plagiarism types Link: Direct Plagiarism Direct plagiarism is the word-for-word transcription of a section of someone else’s work, without at- tribution and without quotation marks. The deliberate plagiarism of someone else's work is unethical, academically dishonest, and grounds for disciplinary actions, including expulsion. [See example.] Self Plagiarism Self-plagiarism occurs when a student submits his or her own previous work, or mixes parts of previous works, without permission from all professors involved. For example, it would be unacceptable to in- corporate part of a term paper you wrote in high school into a paper assigned in a college course. Self-plagiarism also applies to submitting the same piece of work for assignments in different classes without previous permission from both professors. Mosaic Plagiarism Mosaic Plagiarism occurs when a student borrows phrases from a source without using quotation marks, or finds synonyms for the author’s language while keeping to the same general structure and meaning of the original. Sometimes called “patch writing,” this kind of paraphrasing, whether inten- tional or not, is academically dishonest and punishable – even if you footnote your source! [See ex- ample.] 48

Page 49 Accidental Plagiarism Accidental plagiarism occurs when a person neglects to cite their sources, or misquotes their sources, or unintentionally paraphrases a source by using similar words, groups of words, and/or sentence structure without attribution. (See example for mosaic plagiarism.) Students must learn how to cite their sources and to take careful and accurate notes when doing research. (See the Note-Taking section on the Avoiding Plagiarism page.) Lack of intent does not absolve the student of responsibility for plagiarism. Cases of accidental plagiarism are taken as seriously as any other plagiarism and are subject to the same range of consequences as other types of plagiarism. Paraphrase In writing an essay, we often use our own words to put over someone else’s thoughts and ideas. While there are some words that we cannot change (especially the names of people, places, chemicals, and so on), we should use our own words for as much as we can of the rest of the pas- sage. We should also aim to change the structure of the passage, perhaps by reordering the thoughts and ideas. When we paraphrase, we need to make it very clear where the original author’s ideas start and where they finish. If we include our own examples, we should make it clear that these are our thoughts and not those of the original author. Summary A summary is a much-shortened summing up of someone else’s work. We might summarize a chapter or academic paper, or perhaps even a book, in two or three sentences. Again, although we are using our own words, we must still cite the original source used. Summaries are often used in a review of the literature—when we sum up what other writers have said or done in investigating a topic or theme. Quotation When we use someone else’s exact words, we quote that original author, and we show this is a quotation by using quotation marks. Longer quotations may be indicated by the use of an indent- ed paragraph (without quotation marks). As well as indicating the words quoted, we must also acknowledge the author by using an in-text citation, the citation in turn linking to a full reference. Quotations should normally be used sparingly and carefully; essays on literary subjects or from his- torical documents might include more quotations than other essays. 49

Page Appendix The only authorized official website to accompany the MLA Guide (8th edition, 2016) is The MLA Style Center. Link Another website that is also helpful and well-known is Purdue Owl. Link https:// Example Papers for Citation and Referencing 1. Link: - Official MLA Website 2. Link: - Example of an MLA Paper, with very helpful annotations 3. Link: - KCIS Faculty Drive - Summative Assessments; Students’ Essay examples General Examples I. How to format your paper in MLA Guidance● Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.● Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.● Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).● Set the margins of your document to 1 inch on all sides.● Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.● Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)● Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.● If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted). 50

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