Building work-related knowledge about examination invigilation through reflective journaling

Abstract

Purpose The purpose of the self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward the idea that engaging the examination invigilation process reflectively is an effective form of self-directed professional development. Design/methodology/approach The report uses reflective journaling based on Minott (2017) reflective approach to teaching practicum debriefing strategy to show the practical or work-related knowledge built by the author. Findings The report shows how the author built practical or work-related knowledge about critical aspects of the invigilation process: adaptability/flexibility, leading humanely and “thinking on your feet”/reflection-in-action. Originality/value This paper shows (through a critical discussion of the literature, coupled with the author’s personal professional experiences displayed in reflective journal entries) that an attitude of self-directed inquiry combined with reflective journaling can enable professional development i.e. the development of practical or work-related knowledge.

Building Training Methodology: Preparing Invigilators for Active, In-person, Exam Management

“…Viewed through the lens of pharmacy education, they emphasize the need for invigilators to receive training that is targeted to the seriousness of their tasks: how to manage misconduct and deal with "other emergent situations" (p. 1129). Minott (2019) offers that the use of reflective practice, such as journaling, could help invigilators to build on required skills such as adaptability. Ray et al (2018) recommend having a faculty member available to aid with supervision (the faculty member should not be associated with the material in fairness to all students writing the exam).…”

“…All said, there is a dearth of both quantitative and qualitative research identifying optimal forms of invigilator training. Case in point, Minott (2019) states that there is a "lack of attention" (p. 97) in the literature devoted to the responsibilities, roles, and professional development of invigilators; having searched 65 databases using related key terms for the years 2000 through 2019, the author found only "28 'hits'" (p. 97). In terms of both distance and online education, the research suggests physical exam invigilation as the best system to assure both integrity of the examination process and cost-efficiency in exam management (Pittman, 2015).…”

Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework

“…In complex tasks, an environment that supports knowledge sharing helps avoid cognitive overload (Hsiao et al , 2013) and increase ability to cope (Gustavsson and Lundqvist, 2021). Opportunities that facilitate knowledge sharing include employee training and learning (Felstead et al , 2010; Gustavsson and Lundqvist, 2021; Sterling and Boxall, 2013), such as RT (Minott, 2020; Riera Claret et al , 2020; Xiao et al , 2008). Given that RT teaches individuals to consider past performance and record future strategies, we use it as a measure of opportunity.…”

“…A context that supports learning can provide the opportunity needed to encourage knowledge sharing, as in the MOA framework (Feldstead et al , 2010; Gustavsson and Lundqvist, 2021; Sterling and Boxall, 2013). Structured RT process uses prompts, coaching, questioning and other guides to help the individual focus on the task (Pintrich and Zusho, 2002) and engage in self-directed learning (Minott, 2020). Analysis of past performance identifies successful strategies for use in the future (Anseel et al , 2009; Boud et al , 1985; Helsing et al , 2008; Nicol and Macfarlane-Dick, 2006).…”

“…RT is particularly beneficial to knowledge sharing because when individuals identify successful strategies for performance; they also become more able to articulate them to others (Dewey, 1933; Di Stefano et al , 2016; Espinosa and Kovarik, 2015; Minott, 2020; Nonaka, 1994). Although few studies exist, those that implemented RT for the purpose of increasing knowledge sharing found a positive relationship (Wei et al , 2012; Yaacob et al , 2021).…”