Use of Unfair Means in the assessment process - An overview

Assessment, whatever form it takes, is the means by which the University tests whether a student has achieved the objectives of a course and the standards of an award. It is fundamentally important that students are assessed fairly, and on equal terms with each other for the same award. Any attempt by a student to use unfair means to gain advantage over another student in the completion of an assessment, or to assist someone else to gain an unfair advantage, is cheating. Cheating undermines the standards of the University's awards and disadvantages those students who have attempted to complete assessments honestly and fairly. It is an offence against the values of the academic community of which students and staff are both part.

The University has a public duty to ensure that the highest standards are maintained in the conduct of assessment, and the proper discharge of this duty is essential to safeguard both the legitimate interests of its students and the University's reputation. Alleged academic offences, which threaten the integrity of the University's assessment procedures and the maintenance of its academic standards, will be investigated thoroughly. Penalties imposed for use of unfair means should embrace the principle that the student's assessment outcome will be less favourable than if s/he had not committed the offence.

This guidance starts from the viewpoint that we cannot assume that students come to the University equipped with the skills required to avoid the use of unfair means. The starting point then, to deal with the issue of unfair means, is informing students of what constitutes unfair means and helping them to acquire the relevant academic skills which will enable them to avoid the use of unfair means.

This guidance is intended to achieve consistency of practice across the University, particularly with regard to action taken by departments for cases of unfair means. However, by its nature it is not able to provide specific guidance on all issues arising from individual subject areas. Departments should use the guidance as a framework within which to develop specific departmental practice.