Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience

Minott, Mark A. (2022) Computer-based examinations: unearthing exam invigilators’ perspectives, tacit work-related knowledge, and skills via reflection-on-experience. Journal of Perspectives in Applied Academic Practice, 9 (3). pp. 15-21. ISSN 2051-9788

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Abstract

The purpose of this small qualitative study was two-fold: one, to show how reflection-on-experience enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job. Two, to continue redressing the lack of attention given to invigilators in the research literature. Interviews were the data collection method used and responses analysed to reach interpretation and answer the 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 when 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. Knowledge and skills are often implicit or tacit and may remain that way if not given an opportunity, via reflection, to be made explicit.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: LivePure Connector
Date Deposited: 14 Dec 2021 13:30
Last Modified: 15 Apr 2022 00:50
URI: https://ueaeprints.uea.ac.uk/id/eprint/82673
DOI: 10.14297/jpaap.v9i3.465

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