Academic misconduct in teaching portfolios

Abstract

Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio's unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole.

Merittering som vitenskapelig tilnærming tilundervisning

“…Når pedagogiske mapper brukes for vurdering av kompetanse i en meritteringsordning, må det stilles de samme kravene til kvalitet og akademisk handlemåte som i forskning. Dette fordi kredibiliteten til prosjektet i stor grad vil vaere avhengig av at vurderingsordningen er troverdig (Erikson, Erlandson & Erikson, 2015). Graham (2016, s. 4) påpeker at:…”