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What is an academic honor code?
What is the honor code?
What is the Harvard College Honor Code?
Why should students abide by the honor code?
The Harvard College Honor Code. Members of the Harvard College community commit themselves to producing academic work of integrity – that is, work that adheres to the scholarly and intellectual standards of accurate attribution of sources, appropriate collection and use of data, and transparent acknowledgement of the contribution of others to ...
An academic honor code or honor system in the United States is a set of rules or ethical principles governing an academic community based on ideals that define what constitutes honorable behaviour within that community. The use of an honor code depends on the notion that people (at least within the community) can be trusted to act honorably.
While instructors alone set academic requirements, the Honor Code is a community undertaking that requires students and instructors to work together to ensure conditions that support academic integrity.
The Honor Code is Harvard College’s statement of academic integrity. Commitment to the Honor Code will be demonstrated through an Affirmation of Integrity, that students will be periodically asked to review and sign.
- Review The Honor Code as It Applies to Your Course with Your Students
- Be Explicit About Your Expectations
- Administer Frequent and Low-stakes Assessments
- Reframe Assessments as Part of The Learning Process
- Consider Instituting Exam Or Assignment Resubmissions
- Provide Flexibility in Final Grade Components
- Build on Students’ Intrinsic Motivation to Learn
- Ask Students to Explain Their Answers
- Consider Short and Synchronous Assessments
- Consider Non-Traditional Forms of Assessment, Such as Two-Stage Exams
Instructors, courses, disciplines, and countries can have different conventions and expectations about practices, such as how and when to use citations, what qualifies as acceptable collaboration, and what is considered unpermitted aid. As our students are coming from various backgrounds, help them to understand their Honor Code(link is external) r...
To help provide students with a sense of purpose and fairness in grading, it can often be motivating for students to understand the purpose behind the design of the assessment and what you expect to see.For example, you might explain that students should expect to see many problem-solving questions that require students to explain their reasoning (...
Compared tocourses where a student’s grade is determined by two or three exams, administering multiple low-stakes assessments reduces the overall weight and stress students associate with each assessment.Students may feel less pressure to take extreme measures to get every answer correct because an incorrect answer will not impact their grade as mu...
Often, students can view tests and exams as methods to evaluate how well they can perform under pressure or a means to rank them for grades, not as learning opportunities. If assessments in your course are designed to support students learning [e.g. it involves frequent, low-stakes testing (see #2) and provides students opportunities to learn from ...
Consider allowing students to earn points back on questions that they missed. (This can be particularly important if you must include an assessment in your course that is worth a large percentage of a student’s grade, but is helpful in any type of assessment to encourage reflection and growth in student learning). Return student assessments graded ...
If an instructor offers a greater number of assessments during the quarter, more flexibility can be given to calculating a student’s final grade. Flexibility can be automatically built into a grading scheme for all students at the start of the quarter by allowing students to drop a certain number or percentage of assessments, for example count thei...
By connecting to student interests and sharing your own passion for the subject, students can become more intrinsically motivated to learn for the sake of learning, rather than learning for the sake of a grade (i.e., to perform on a test). This resource on promoting intrinsic motivation(link is external)has strategies to help you.
Rather than just ask for an answer to a question, ask students to explain how they arrived at that answer. This will not only give you more information to help students identify where their gaps in understanding are, but it also requires a more unique response from each student.
Reducing the overall length of an assessment makes it less feasible for students to receive unpermitted helpfrom websites such as Chegg and CourseHero. Synchronous assessments also remove the temptation or pressure for students to share assessment content with students completing the assessment at a later time. Note that students with poor internet...
Are there other methods you can use to assess student learning that do not look like a typical midterm or final exam? Two-stage exams(link is external) consist of students first working on an exam independently, then working on (a subset of) the questions with a group immediately after completing the individual portion. Students receive immediate p...
At Harvard, students and faculty are part of a community of learners who share a commitment to the values of trust, respect, honesty, responsibility, and fairness. Implemented in 2015, the Harvard College Honor Code is a manifestation of that commitment, a statement of these values that is intended to guide our academic work.
Aug 26, 2021 · Georgetown is rooted in a 500-year-old tradition of Jesuit education that honors the worth and dignity of all members of our community. These values are expressed in our Honor System (new window) and our Code of Student Conduct (new window).
