How can we maintain honesty and integrity during online classes? English- Write a short essay about "Academic Honesty this New Normal Education". Use appropriate arguments and analogy in describing, explaining, and expounding ideas. Math: Students will measure the weight or volume of 5 unopened grocery products found at home. Using weighing scale or measuring tool for volume (beaker or cylinder or measuring cup), measure the content only (remove from packaging) and compare the actual measure to the net weight or volume written on the packaging. Which of the products have the honest amount of content? Science- Write five (5) attitudes of a young scientist like you should possess in doing a simple activity or quiz about labelling parts of microscope and how to operate it, at home. HE – Research on the history of Nail Care. Draw, and label at least 5 tools in nail care that you truly recognize and give its functions. TLE - Draw 5 drafting tools/equipment at home and tell something about their condition. Show honesty in evaluating these tools/equipment.
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Academic integrity has been put into danger amidst the Covid 19 pandemic. It has become easier for students to undermine their academic honesty, such as copying others’ outputs, using the web during the tests, and asking surrogates to attend and produce their academic tasks such as assignments.
The transition to online evaluation of students’ outputs put immense pressure on teachers with insufficient time for curriculum adjustment. Many academic institutions had hope that everything would be the same as normal but things had gone the other way. The debate of intellectual honesty changed as face-to-face invigilated assessments were either online invigilated or converted to non-invigilated evaluations. Academic developers quickly prepared online academic integrity tools for teachers while finding ground in proven evidence-based concepts of academic integrity. However, despite the efforts of academic institutions, academic dishonesty had become rampant. Hence, it was a challenge for teachers how to appropriately give marks to the outputs of the students.
All over the world, academic dishonesty is a serious issue. Academic cheating is recognized at all grade lelves as a highly common and on-going problem (Finn & Frone, 2004). It is a topic that has drawn attention and is considered a serious issue among college students (Crown & Spiller, 1998). Surprisingly, around 55% of students in the United States of America (USA) indicated that they cheated during their tertiary education (Lupton & Chapman, 2000). It was also reported by Smyth and Davis (2004) that cheating of students also happened in vocational college institutions. It revealed that 46% of the students surveyed cheated at least once in the academic lives. Davis et al., (1992) estimated that approximately 80% of dishonest students copied from notes. On the other hand, Chang (1995) mentioned that 60% of students described copying form notes as the most popular way to cheat. In a recent study by West et al., (2004), they found that 74% if students cheated on their take-home examinations. While Brown and Choong (2005) found that almost 96% and 97% of students in the private educational institutions and public universities admitted to have involved in at least one cheating activities.
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