Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience
DOI:
https://doi.org/10.14297/jpaap.v9i3.465Keywords:
Examination Invigilator;, Exam Invigilation,, Work-related knowledge,, Computer-based exams,, tacit knowledge,, reflection,, reflective practice, skills.Abstract
The purpose of this small qualitative study is two-fold: first, to show how ‘reflection-on-experience’ enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job and second, to continue redressing the lack of attention given to invigilators in the research literature. To collect data, interviews were conducted. Responses were analysed to reach interpretation and answer research questions.
Interview results revealed participants viewed invigilating computer-based examinations as either ‘easy’ or ‘demanding’. They displayed knowing: the facets or procedures of exam invigilation (timekeeping, giving instructions, rest, or toilet breaks), the characteristics of the students (special educational needs—SEN), and computer and operational knowledge—such as knowing about a USB stick and deleting a document, and who to call and when in case there is a problem with a computer. Participants also displayed procedural skills (discretely directing students to the toilet and computer-troubleshooting) and intangible skills (mental flexibility, care, and creativity).
This study shows, through a critical discussion of the literature, coupled with the findings that invigilators learn on the job, i.e., they developed work-related knowledge and skills. This knowledge and skills are often implicit or tacit and may remain that way if not given an opportunity, via reflection, to be made explicit.
References
Author, (2018).
Author, (2009).
Bedford, D. W., Gregg, J. R., & Clinton, M. S. (2011). Preventing online cheating with technology: a pilot study of remote proctor and an update of its use. Journal of Higher Education Theory and Practice, 11(2), 41–58.
Boyd, E.M., & Fales, A.W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23(2), 99–117.
Elliot, J. (1991). Different concept of case study and the problem of validity. Action Research for Educational Change, Buckingham, Open University Press.
Farrell, T.S.C. (2001). Tailoring reflection to individual needs: A TESOL case study. Journal of Education for Teaching, 27(1), 23–38.
Ghaye, T., & Ghaye, K. (1999). Teaching and learning through critical reflective practice. London: David Fulton.
Guba, E. G. & Lincoln, Y. S. (1998). Competing paradigms in qualitative research. In N.K Denzin and Y.S. Lincoln (Eds.), The landscape of qualitative research theories and issues (pp. 195–220). Thousand Oaks, CA: Sage.
Harmon, O. R., Lambrinos, J., & Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). Retrieved from http://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html.
Hyrkas, K., Tarkka, M. T. & llmonen, P.M. (2001). ‘Teacher candidates’ reflective teaching and learning in a hospital setting- changing the pattern of practical training; a challenge of growth into teacher-hood’, Journal of Advanced Nursing. 33(4), pp.503-511.
James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13(1). DOI: https://doi.org/10.1186/s41239-016-0015-0.
Joffe, W.S, ( 2001). Investigating the Acquisition of Pedagogical Knowledge: Interviews with a Beginning Teacher of the Gifted. Roep Review 23 (4),219-226.
Jones, A. and Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: a case‐study of a whole‐school approach. The Curriculum Journal, 16(2), pp.193-206.
Lilley, M., Meere, J. & Barker, T. (2016). Remote Live Invigilation: A Pilot Study. Journal of Interactive Media in Education, 2016(1), 6.https://files.eric.ed.gov/fulltext/EJ1089329.pdf.
Powell, E.T. and Renner, M. (2003), “Analyzing qualitative data, university of Wisconsin-Extension USA”, Retrieved from https://learningstore.uwex.edu/Assets/pdfs/G3658-12.pdf.
Shepherd, J. (2010). Exams come to the bedroom with new invigilation software. The guardian. Retrieved from:http://www.theguardian.com/education/2010/jun/08/exams-bedroom-invigilation-software.
Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective Journal of Curriculum studies Volume 36: 2: 257- 271.
van Braak, M., de Groot, E., Veen, M. et al. (2018). Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing. Perspect Med Educ 7, 386–393. https://doi.org/10.1007/s40037-018-0487-9.
Warren-Lee, N. (2017). Tacit Knowledge in Learning to Teach: What are the Possibilities for Student Teachers? EdD thesis The Open University. DOI: https://doi.org/10.21954/ou.ro.0000ce9d.
Watson, G., & Sottile, J. (2010). Cheating in the digital age: Do students cheat more in online courses? Online Journal of Distance Learning Administration, 8(1), 1–12. Retrieved from http://www.westga.edu/~distance/ojdla/spring131/watson131.html.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
