Graduate Certificate Research Articles

DEVELOPING AN INTERPROFESSIONAL GRADUATE CERTIFICATE IN LONG-TERM SERVICES AND SUPPORTS

Abstract The demand for long-term services and supports (LTSS) is increasing and the capacity and competencies of the interprofessional LTSS workforce need to be expanded to provide value-based, person-centered care. The purpose of this presentation is to describe the process of developing an interprofessional LTSS graduate certificate in Gerontology. We broadened an existing nursing graduate certificate to encompass content related to skilled nursing facilities, assisted living and home health and hospice agencies. We will discuss: 1) how we engaged faculty from seven graduate programs: Pharmacy, Physical Therapy, Occupational Therapy, Dentistry, Social Work, Nursing and Physician Assistant to co-create the certificate; 2) challenges and benefits to developing a certificate; and 3) the 15-credit hour certificate components. Our faculty partners were committed to offering a LTSS focused graduate certificate which includes didactic courses and clinical hours. Four students have enrolled in the LTSS graduate certificate in Gerontology since implementation in Spring 2021.

ENSURING A KNOWLEDGEABLE GERIATRIC WORKFORCE: INTERDISCIPLINARY EDUCATION IN LONG-TERM SERVICES AND SUPPORTS

Abstract In this symposium, we describe five interdisciplinary educational programs to enhance the geriatric workforce in long-term services and supports (LTSS): Skilled nursing facilities (SNFs), assisted living, and home health and hospice. The interdisciplinary teams that came together to offer the programs leveraged technology to maximize access to experts in both the curriculum development process and the delivery of the educational programs for a wide range of target learners. The first program, an interdisciplinary telementoring series on dementia care for therapists in SNFs, was developed by a team of experts from occupational, physical and speech therapy. The program included asynchronous online didactic content and case-based learning relevant to therapists. The second program engaged faculty from seven graduate programs: Pharmacy, Physical Therapy, Occupational Therapy, Dentistry, Social Work, Nursing and Physician Assistant to co-create an interprofessional LTSS graduate certificate in Gerontology. The certificate encompasses asynchronous online courses to enable flexibility across programs and cover content specific to LTSS. In the third program, LTSS nurses completed an online educational course to better prepare them to care for complex older adults, improve leadership skills, become more resilient, and complete QAPI projects. The fourth program focused on utilizing interdisciplinary perspectives to educate LTSS direct care staff on the unique needs of LGBTQ older adults. The fifth program offered a virtual telehealth clinical experience to prepare physical therapy students for practice in a SNF setting. The curriculum included eight virtual modules and four telehealth patient encounters that exposed students to interdisciplinary teams in the SNF context.

Becoming an Agile Change Conductor.

It takes decades and millions of dollars for a new scientific discovery to become part of clinical practice. In 2015, the Center for Health Innovation & Implementation Science (CHIIS) launched a Professional Certificate Program in Innovation and Implementation Sciences aimed at transforming healthcare professionals into Agile Change Conductors capable of designing, implementing, and diffusing evidence-based healthcare solutions. In 2022, the authors surveyed alumni from the 2016-2021 cohorts of the Certificate Program as part of an educational quality improvement inquiry and to evaluate the effectiveness of the program. Of the 60 alumni contacted, 52 completed the survey (87% response rate) with 60% of graduates being female while 30% were an under-represented minority. On a scale from 1 to 5, the graduates agreed that the certificate benefited their careers (4.308 with a standard deviation (SD) of 0.612); expanded their professional network (4.615, SD of 0.530); and had a large impact on the effectiveness of their leadership (4.288, SD of 0.667), their change management (4.365, SD of 0.742), and their communication (4.392, SD of 0.666). Graduates claimed to use Agile Processes (Innovation, Implementation, or Diffusion), storytelling, and nudging weekly. On a scale from 0 to 10 where 10 indicates reaching a mastery, the average score for different Agile competencies ranged from 5.37 (SD of 2.80) for drafting business proposals to 7.77 (SD of 1.96) for self-awareness. For the 2020 and 2021 cohorts with existing pre and post training competency data, 22 of the 26 competencies saw a statistically significant increase. The Graduate Certificate has been able to create a network of Agile Change Conductors competent to design, implement, and diffuse evidence-based care within the healthcare delivery system. Further improvements in building dissemination mastery and program expansion initiatives are advised.

Beyond recommended readings: points of entry into SoTEL for disciplinary academics

The recommended readings of many formal programs in higher education studies (for example, graduate certificates in teaching and learning) share a common core: Vygotsky, Rogers, Sadler, Schön, Knowles, Biggs and Tang, to mention a few. These readings are intended to ground educators in the scholarship of teaching and learning (SoTL), although secondary sources are also helpful (Kandlbinder & Peseta, 2009, p. 24). Geertsma (2016) summarises the intention thus: by “engaging with the literature and reflectively relating it to their own practice teachers can build an expertise in teaching that complements their disciplinary expertise, which then can transform approaches to teaching” (p. 124). What happens when these educator-students venture into a different literature, that of SoTEL (“scholarship of technology-enhanced learning”: Wickens, 2006), and are encouraged to locate readings to apply directly to their practice? For the last seven years, educator-students in the later part of Australian Catholic University's Graduate Certificate in Higher Education (GCHE) have undertaken studies in technology-enabled learning. Their first assessment task is to find and summarise a published SoTEL case study of interest. The class shares these summaries through a Moodle database, allowing colleagues to browse and access relevant articles for their next assignment (creating a technology-enabled learning sequence for their teaching). Recently, the assignment has included an analysis of the case situation using the activity-centred analysis and design framework (Carvalho & Goodyear, 2014; Yeoman & Carvalho, 2019), so that colleagues can compare social configurations as well as tasks and technologies and settings across cases. The cumulative list of articles is shared with each new class to ensure no article is chosen twice. This poster reviews 170 articles chosen by educator-students in the TEL subject to identify any clusters in areas of interest and understand what sources are valued by these students. A variety of visualisations depict how academics new to the field experience SoTEL. For example, although sector-leading generalist journals such as BJET and AJET are highlighted in the study materials and instructions, nearly 50% of the total articles selected were sourced from disciplinary journals (for example, the BMC [BioMed Central] Medical Education or Journal of Geography in Higher Education). More analysis is being undertaken, but it seems that institutional and wider concerns may influence selections. For example, from the semester timeline, it appears some teachers in the thick of the first pandemic year selected articles on affective elements (e.g. student perceptions and preferences: see Lai and Bower’s eight-part classification of constructs for evaluating learning technologies [2019, p. 33]). This year, with the pandemic well-entrenched, articles on teaching with simulations in health have been evident. This assignment serves to not only introduce SoTEL, but also to connect technology with design and context for these educator-students. The area of interest identified for this assignment can become the ‘animating force’ (Fenton & Szala-Meneok, 2010, p. 12) of inquiry that an individual pursues for the rest of the GCHE.

Beyond Pressbooks: Towards Decentralised Open Textbook Platforms

Open Educational Resources (OER) are defined by UNESCO as “any educational resource that may be freely accessed, copied, re-used, adapted and shared and which are available under an open license or are in the public domain for use without paying royalties/license fees.”(Study On International Collaboration on Open Educational Resources (OER), 2017). In particular, Open Textbooks (a form of OER that provides an alternative to traditional publisher textbooks) has been found to both reduce costs for students (Wiley et al., 2012) and have been found to be as effective or more effective than traditional textbooks (Robinson et al., 2014). In Australia, Open Textbooks continue to grow in use, being developed through grant projects through the Council of Australian University Librarians (CAUL) and other groups, however as Stagg and Partridge (2019) note, awareness and understanding of OER and open textbooks is still quite low amongst academic staff in some institutions.Additionally, Lambert and Fadel recommend that more resources be earmarked for creation and use of Open Textbooks(Lambert & Fadel, 2022) In this presentation, an alternative to the widely used PressBooks platform is presented as a work in progress, one that that decentralizes the requirement for a single space to author and store Open Textbooks. PressBooks is an open-source platform for the creation of open textbooks based on the WordPress blogging system. For most organisations, it is primarily implemented as a hosted system, meaning institutions pay for PressBooks to store and maintain their books. Some universities in Australia are exploring PressBooks through pilots that tend to limit instructor access and creation of materials. Inspired by BCCampus’ Open Textbook Repository (https://open.bccampus.ca/) and a lack of accessible options for open learning materials creation, the presenter began to explore alternatives. theopenbook was developed as a Wordpress theme that could be added to any existing Wordpress site, either hosted on WordPress’s free site (www.wordpress.org) or on any university or privately-hosted Wordpress site. It provides a fast and modern user experience and navigation, while also providing easy block-based authorship, license selection on each book, design and accessibility choices, LMS / VLE embedding, upvoting and commenting, with ePub and PDF export currently in development. Like PressBooks, theopenbook allows for more plugins to be added for collaborative annotation, text-to-speech, automatic podcast generation, dead-link checking, H5P integration and even student-editable content, which can build connection between students while also demonstrating learning (Snowball & McKenna, 2016). Providing multiple means of access, in a mobile-friendly and flexible manner provides students with new ways to interact with learning technologies, learning materials, and each other. For authors, it provides fast and way to start creating with minimal professional learning requirements. theopenbook is currently being piloted at https://edtech.une.edu.au/books/, housing all learning materials for the University of New England’s Graduate Certificate in Digital Learning.

Competency assessment of a secondary vocational education graduate according to WorldSkills standards

Introduction. The relevance of the research topic presented in this article is due to the need to spread the practice of assessing competencies formed during the training of graduates of secondary vocational education. The implementation of the comprehensive assessment tasks of the students’ competencies of secondary vocational education is carried out by conducting intermediate and final certification in the form of a demonstration exam according to WorldSkills standards.Aim. The aim of this article was to summarise the results of scaling up the practice of conducting a demonstration exam according to WorldSkills standards in the regional and competency-based sections, to identify factors that contribute to the expansion of the use of the demonstration exam procedure when conducting attestation procedures.Methodology and research methods. The theoretical level of the study included a generalisation of the provisions of the competency-based approach to the training of students in secondary vocational education. The empirical level of the study included an analysis of statistical materials reflecting the results of demonstration exams according to the WorldSkills standards by regions and competencies (skills). The results obtained were verified based on a survey of certified WorldSkills experts. The following general scientific methods were used: analytical review of scientific literature and the content of regulatory documents, generalisation, comparison, synthesis.Results. Only 30.86% of students confirmed the compliance of the acquired knowledge with WorldSkills standards. Among the main reasons for the low preparedness of students, there is a shortage of equipment, consumables, methodological developments, and inconsistency with the content of educational programmes. The low interest of employers is due to the discrepancy between the specifics of the competencies for which demonstration exams are held and the sectoral structure of the regional economy. This situation requires a revision of the processes of training students and the introduction of elements of a competency-based approach. Thus, the formed system for conducting intermediate and final certification in the form of a demonstration exam according to WorldSkills standards needs to be harmonised, the result of which should be the interconnection of the employer’s needs in the competencies of secondary vocational education students. The solution to this problem can be based on a number of regional programmes for staffing the regional economy.Scientific novelty. The novelty of the proposed assessment methodology of the competency-based approach consists in the use of a new integrative property formed in the learning process – competency, taking into account the system of behavioural indicators describing professional activity in terms of observed behaviour.Practical significance. The results obtained will help to develop the elements of a new educational infrastructure of innovative self-development in the regions of the Russian Federation, e.g. centres for advanced training, centres for conducting demonstration exams. Moreover, research results will help eliminate barriers to the spread of the spectrum of competencies and increase in the effectiveness of the formation and development of human capital on the principles of project management in order to increase the participation of employers in the process of training and certification of secondary vocational education graduates.

Long-Term Educator Professional Development in Online Instruction and Assessment during Pandemic Teaching

Educators were forced into emergency remote teaching due to COVID-19. Educational grants through the Governor’s Emergency Education Relief (GEER) fund provided assistance. A regional university partnered with a local educational service center to use GEER funds to prioritize P-12 teacher professional development in online instruction. The partnership revamped a 12-credit hour four-course graduate certificate program in online learning and assessment, co-taught by university faculty and K-12 community partners, enrolling 58 local educators across 42 school districts in free graduate courses during the 2020-2021 academic year. With a 95% completion rate, this long-term professional development met educators’ needs, including how to simultaneously teach face-to-face and at-home students in changing school environments. This descriptive study gathered educator perceptions regarding how the courses impacted their ability to learn and use best practices in technology integration with their students, and support colleagues as they created district-specific professional development and developed into technology leaders.

Graduate training and certification in trauma treatment for clinical practitioners.

Graduate training and certification in trauma treatment for clinical practitioners.

Evolution of Educational Commission for Foreign Medical Graduates Certification in the Absence of the USMLE Step 2 Clinical Skills Examination.

The United States Medical Licensing Examination Step 2 Clinical Skills (CS) was paused in 2020 because of the ongoing COVID-19 pandemic and discontinued in 2021. Step 2 CS was an important tool to assess readiness of international medical graduates (IMGs) to enter graduate medical education (GME) in the United States. This article describes the Educational Commission for Foreign Medical Graduates' (ECFMG's) response to the discontinuation of Step 2 CS. ECFMG certifies IMGs who seek eligibility for GME and licensure in the United States. Requirements for ECFMG certification include, among other factors, demonstration of adequate clinical skills and English proficiency, which were previously assessed as part of Step 2 CS. Beginning in June 2020 and during the next year, ECFMG modified the certification process with the introduction of 6 opportunities (pathways) for IMGs to demonstrate adequate clinical skills and a new test of English proficiency. In addition, permanent ECFMG certification is now granted only after the successful completion of the first year of residency, as determined by the program director. The COVID-19 pandemic and discontinuation of Step 2 CS caused a significant crisis for many IMGs who sought entrance into the United States, impacting the careers of those who had planned entry and those who would be eligible for U.S. training and the future workforce. Despite challenges due to the ongoing global pandemic, ECFMG certification continues to allow qualified physicians to enter U.S. GME and ensures that these individuals are ready to begin supervised training.

Academic program recommendations for graduate degrees in medical physics: AAPM Report No. 365 (Revision of Report No. 197).

Academic program recommendations for graduate degrees in medical physics: AAPM Report No. 365 (Revision of Report No. 197).

ОСОБЕННОСТИ ОРГАНИЗАЦИИ И ПРОВЕДЕНИЯ ГОСУДАРСТВЕННОЙ ИТОГОВОЙ АТТЕСТАЦИИ СТУДЕНТОВ ЛИНГВИСТИЧЕСКОГО ИНСТИТУТА В ФОРМАТЕ ДЕМОНСТРАЦИОННОГО ЭКЗАМЕНА

The article reveals the methodological foundations of organizing and conducting the state final certification of students in the format of a demonstration exam. Particular attention is paid to the issue related to the procedure for preparing and implementing a demonstration exam within the disciplines being studied, which is a special type of educational and project research work of a student. The author comes to the conclusion that the demonstration exam as a form of final certification of graduates of higher educational institutions should be widely used, as it allows identifying qualification level of future teaching staff.

Prospects for the Implementation of Clinical Scenarios for Assessing the Practical Competencies of Students

Simulation training is a necessary condition for the safe and confident development of practical skills. The development of clinical scenarios and the objectification of the assessment make it possible to determine the level of formation of professional competencies at all levels of education. The authors present the experience of implementing adapted checklists at the stages of preparing and conducting the final certification of graduates.

Final State Certification of Biprofessional Educational Programs Graduates in Russia: Building a Model

The paper aims to improve the diagnostic procedures of the final state certification of university graduates studying the biprofessional content training program. The research purpose is to build and test a final state certification model of biprofessional educational programs graduates. The authors propose a functional final state certification model of biprofessional educational program graduates, which includes five blocks: (1) normative, (2) informative, (3) technological, (4) diagnostic, and (5) organizational-managerial. A graduate’s competencies, the integrity and effectiveness of their training as a social procurement requirement are confirmed during the final state certification. Certification is a system-forming factor. The paper presents the state examination effectiveness results using automated control in complex interdisciplinary testing and competence-oriented tasks. The proposed model allows for more accurate and targeted diagnostics of the graduates’ educational achievements at state examination during the final state certification.

Meaningful Writing Assignments in a Graduate Certificate Program Practicum

This assignment, designed for a graduate certificate program in rhetoric and composition, asks students to create a writing prompt for an audience of their choice and to accompany it with a reflective letter written to a stakeholder of their choice. To prepare, students first read scholarship on college writing assignments: what kinds students perceive as meaningful, what kinds are most typical, and what kinds are encouraged in a writing-across-the-curriculum approach. They then consider what elements of this research they can bring into their own context, both in terms of teaching (via the prompt) and in terms of sharing their learning with a relevant stakeholder (via the reflective letter, usually written to an administrator, a colleague, or a student). By allowing students to expressly connect course content to their own contexts in two genres, this assignment enacts features of the scholarship students read. While personalizing learning is valuable in any context, it is especially so in a graduate certificate program, because this increasingly common site of instruction serves students with diverse educational and professional histories and future goals.

Survey of bioinformatics courses and concentrations in ALA-accredited master's programs.

IntroductionThe interdisciplinary field of bioinformatics is considered an information-based discipline by many. Yet, it is unclear how Master of Library and Information Science (MLIS) degrees prepare librarians to apply their expertise in this unique, often non-textual information environment. The goal of this study is to identify the availability of MLIS-based bioinformatics educational opportunities to provide an update to the current bioinformatics landscape in North American MLIS programs or iSchools.MethodsWe conducted a survey of available bioinformatics courses and program concentrations within 69 ALA-accredited master’s programs. Using course catalogues and program descriptions on department websites, we identified the existence of courses and concentrations specific or related to the field of bioinformatics. We also surveyed the availability of associated certificate programs or degree alternatives.ResultsOnly two library and information science (LIS)-based bioinformatics courses are currently offered to MLIS students in ALA-accredited programs. There are no bioinformatics concentrations offered in the programs surveyed, however two graduate certificates could be applied towards an ALA-accredited master’s degree. Students interested in related fields can pursue degree alternatives, including eight dual degree options.DiscussionThe scarcity of LIS-based bioinformatics courses and program concentrations may suggest that LIS has not adopted bioinformatics into their field nor curricula. As a result, students interested in pursuing careers in bioinformatics and related disciplines must actively seek out opportunities for education and professional development. Bioinformatics degree options within MLIS or iSchools points towards an increased dialogue and acceptance of the connection between bioinformatics and information science, but the lack of ALA -accreditation limits possibilities for emerging librarians.

Problematic aspects of modern professional training of pharmacy masters

The aim of the research is to analyze the process of professional training of pharmacy master’s in modern realities to identify problematic issues and find ways to solve them. Materials and methods. Critical analysis, content analysis, methods of generalization, and a combination of results were used in the work. Legal acts of the regulation of pharmaceutical education, data from the Unified State Database of education, 34 educational and professional programs for the preparation of pharmacy masters of 22 basic pharmaceutical institutions of higher education in the pharmaceutical direction were the material of the study. Results. The presence of a significant number of institutions of higher education was found. It leads to high costs per student due to the large volumes of their contingents in most institutions, as well as the likelihood of a slight global shortage and a decrease in the level of qualification. At the same time, there were no significant savings in training costs, which arises from the scale of activities. In addition, there is no proper state and public control over compliance with the institutions of higher education legal acts in the field of education and science. Analysis of the content of educational and professional programs revealed non-compliance with the legislation on the normative and variable part of the construction of the educational process and a significant variety of educational components. The existence of different approaches to the minimum number of credits for these components and graduation certification has been found. It will affect the process of integration of graduates into the international professional environment. It was shown that in a number of the institutions of higher education there was an inadequate qualification level of scientific and pedagogical workers in graduate departments and developers of the educational and professional programs. Conclusions. 78 institutions of higher education have been training pharmaceutical specialists on 23.02.2022. The proportion of part-time students among future specialists was characterized by an increase in the education level. Significant disagreements have been established among the cross-cutting educational and professional programs, according to which the training of Master of Pharmacy was carried out at the present stage. The ways of solving problematic issues of improving the educational space for the preparation of Master of Pharmacy were proposed.

Opportunities and Challenges in Developing Distance Education Services Open University for Indonesian Citizens in Malaysia

The Indonesian Open University (UT) has had extensive experience in providing, implementing, and developing educational services in Indonesian and abroad. Several problems related to the planned development of Distance Education Services (PJJ-UT), have become obstacles that hinder the smooth expansion and management of UT abroad. This paper aims to analyze the opportunities and challenges in developing PJJ-UT in Malaysia. The approach used in this study is a qualitative method. The data are collected through participant observation as well as unstructured in-depth interviews involving resources ranging from UT managers, students, and alumni. The results: (1). Many fresh graduates from Senior High School, have departed for Malaysia before the time of receiving their graduation certificate. They are constrained from realizing their intention to continue their study while working; (2). Indonesian illegal migrants who have joined as students, have limited space for movement and are being arrested by Malaysian authorities; (3). Implementation of the mandatory overtime system at workplace, prevented students from participating in examinations; (4). The distance of the student coverage area, resulted in delays in taking academic activities; (5). The dropping out phenomenon among students who are not motivated to study is high, especially after returning to their homeland.

Experiences Of Student-Teachers During Teaching Practice : A Critical Analysis And Suggestions As To How They Could Be Better Prepared

This article explores the experiences of Post Graduate Certificate in Education (PGCE) Life Orientation (LO) student-teachers in Contact (face-to-face) Institution during teaching practice in Gauteng schools. Teaching practice is an integral component of teacher training. It is, however, not certain what the student-teacher’s experiences in the teaching and learning environment are. This study is concerned with the question: What are the experiences of student-teachers during teaching practice? Qualitative research was used as the mode of inquiry since this study is concerned with the lived experiences of student-teachers. Furthermore, the theoretical framework underpinning this study is experiential learning and reflective learning theory. PGCE (LO) student-teachers were purposefully selected. These student-teachers were identified as at-risk students. Furthermore, during student assessment, I observed that they were not performing well in their teaching practice. Semi-structured interviews were conducted with seven (7) LO student-teachers and a reflective journal, student-teachers’ reports as a tool for document analysis was used to provide contextual details. Thematic analysis was used to identify themes and analyse the data. Findings revealed that student-teachers were not adequately prepared for the actual teaching and learning environment at some schools. Furthermore, in some schools there was no support from the mentor teachers and other key role players involved in student support during teaching practice.

Nurses’ motivations and desired learning outcomes of postgraduate critical care studies: A descriptive exploratory study

BackgroundEducation guidelines and professional practice standards inform the design of postgraduate critical care nursing curricula to develop safety and quality competencies for high-quality care in complex environments. Alignment between nurses’ motivations for undertaking postgraduate critical care education, and intended course learning outcomes, may impact students’ success and satisfaction with programs. ObjectivesThe objectives of this study were to explore nurses’ motivations and desired learning outcomes on commencement of a postgraduate critical care course and determine how these align with safety and quality professional attributes. MethodsIn this exploratory descriptive study, qualitative data were extracted from survey responses of four cohorts of students enrolled in a graduate certificate–level critical care course between 2013 and 2016 (N = 390, 93%), at one Australian university. Summative qualitative content analysis was used to code and quantify textual content followed by synthesis to identify themes and subthemes. ResultsFive themes of motivations were identified: (i) Knowledge development; (ii) Skill development, (iii) Personal outcomes, (iv) Personal professional behaviours, and (v) Interpersonal professional behaviours. Most frequently, students' motivations and desired learning outcomes included ‘Understanding’ (329 participants [84%], 652 references), ‘Development of technical skills’ (241 participants [62%], 384 references), ‘Development of confidence’ (178 participants [46%], 220 references), and ‘Career progression’ (149 participants [38%], 168 references). Less frequent were motivations related to safety and quality competencies including teamwork, communication, reflective practice, and research skills. ConclusionFindings suggest students' motivations to undertake postgraduate studies most often related to acquisition of new knowledge and technical skills. Desired skills and behaviours were consistent with many, but not all, of the key course outcomes and attributes specified by health professional education guidelines and nurses' professional practice standards. Understanding the differences between students’ motivations and desired safety- and quality-related course learning outcomes informs course orientation, teaching activities, and student support to optimise achievement of essential learning outcomes.

The Abitur as a bureaucratic phenomenon: on the history of a Prussian examination practice and its ritualised inscription (1890–1970)

ABSTRACT This paper describes the Berlin Abitur examination in the twentieth century and its written documentation in files. By the late nineteenth century, the Abitur examination was fully established in Prussia and with it a graduation certificate that was obligatory for university entrance. Thus, the Abitur examination was part of the modern state entitlement system and an instrument to establish the state education monopoly. Thereafter, in every secondary school a new file was compiled for each class that took the exam every year. The resulting records provide a unique insight into the history of examination procedures. This article seeks to discuss the question of the Abitur files being simply products of bureaucratisation and rationalisation of examination practices at secondary schools, and the extent to which there was a ritualisation of the examination on paper. The building processes of the Abitur examination files in the twentieth century are reconstructed on the basis of a representative school archive located in Berlin.