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Collaboration is good, sometimes we need to check student's individual learning so set work and ask students to submit during class time. Properly monitor students

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Group 3 - Prevention of cheating behaviour

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Group 3 - Prevention of cheating behaviour

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- encourage students to produce authentic work;
- emphasise the importance of learning rather than getting marks on the test;
- teach students to investigate and inquire
- teach students critical thinking;
- teach students how to plan and manage their workload;
- encourage students to be responsible for their own learning and time management;

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roles of each student is defined.

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Clarifying mark schemes is important - If students understand where their grade is coming from, they will focus on the correct things.

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clear examination protocol such as no smart watches and transparent pencil cases.

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copying from another student during a test or exam
-random seating plan (depends on class size)
-strict exam setting

using unauthorized electronic devices
-authorised GDC
-clear GDC memory
-submit all electronic devices before exams

turning in a paper obtained in large part from a term paper or website (IA especially)
-check originality through turnitin or other database platform
-proper citation
-let them explain certain part of their work
- Keep track of student's work as an academic conduct.

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Collaboration vs. Copying

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That's a great point. Sometimes I figure they're to busy to actually do other student's work for them even if they wanted to. So the collaboration should be just like you say, helping develop ideas from different perspectives. A tutor helping might be different, hard to say.

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1. familiarize the consequences of breaking academic integrity
2. teaching students specific ways to maintain academic integrity such as proper citation.
3. building student academic confidence: provide comments on student work on a regular basis.

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working together brings in thoughts of different concepts from different perspectives. Even though same ideas are used, the approaches could be different

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1. copying from another student (IA data sets and/or tests)
2. Ghost writers--not student's original work
3. Working on assignments together when only asked for individual submission
4. GDC usage in non-calculator contexts such as Paper 1
5. use non-acceptable GDC models
6. Discuss exam questions afterwards

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All the points listed in page 8 relates to Math learning.
1. encourage students to write their own notes to make them reflect on their own understanding.
2. open questions and tasks
3. Write detailed steps. Make students realise process is important than the final solution.
4. Clear instructions on individual or group task.
5. Clarify mark schemes to make students understand that the final answer does not get all scores.

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We're not convinced we see students working together on IAs as cheating when each student has a highly individualised topic. Hopefully, they are going to prompt each other to consider deeper thought.

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I saw a large difference between student and teacher/coordinator perceptions on this one... I wonder what that means for the authenticity of a longer task like the exploration?