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LDSB |
Secondary Evaluation and Reporting Procedures
17

Avoiding breaches of academic honesty begins in assessment and instruction planning. It is important to
explicitly instruct behaviours and intentionally develop skills that support academic honesty (e.g., time
management, research, summarisation, citation).

Adoption of any of the following strategies can mitigate the likelihood of breaches of academic honesty:
Communication of the belief in, and high expectations for all students, accompanied by
appropriate instructional and assessment supports
In-class completion of assessment tasks

Provision of appropriate formative assessment tasks to achieve proficiency with the learning goal
Responsive instruction in terms of pace and sequencing based on diagnostic and formative
assessment data
Clear communication of the criteria for success
Opportunities for student choice (based on readiness, interest, preferred learning style, etc.)
Regular monitoring of student learning and achievement through process conferences with
students at appropriate points in the period of learning
o Dedicated time in these process conferences to the discussion of learning skills and work
habits relative to academic honesty
Recognition and acknowledgement of stress among students and proactive discussions with them
about the causes of that stress
o Creation of a plan to manage academic expectations when students are overwhelmed
Metacognitive task elements that ask students to think about and communicate their thinking and
learning during and throughout a period of learning
Completion and submission of annotated bibliographies of source material
Teachers may also refer to the Secondary Assessment, Evaluation and Reporting Support Documents for
Teachers,
for more resources that mitigate the likelihood of breaches of academic honesty.