{"title":"Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning","authors":"Kate Ippolito, Monika Pazio","doi":"10.1080/23752696.2019.1631707","DOIUrl":null,"url":null,"abstract":"ABSTRACT At the heart of changing institutional assessment and feedback practices is the need to transform university teachers’ ways of thinking about feedback and assessment. In this article, we present a case study of a three-year Master’s in Education offered to UK STEMM university teachers as an opportunity to develop critically reflective and theoretically underpinned approaches to their practice. We outline the extent to which, in Mezirow’s terms, through a disorientating combination of studentship, self-reflection and paradigm crossing, the programme has the potential to change the participants’ frames of reference. Drawing on our experiences of working with these students and in-depth interviews we discuss the impact the programme has had on the participants’ assumptions around feedback and assessment, their identity, own practice and wider institutional perspectives and practice. Barriers identified by participants that inhibit assessment and feedback change are also explored.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1631707","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2019.1631707","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 4
Abstract
ABSTRACT At the heart of changing institutional assessment and feedback practices is the need to transform university teachers’ ways of thinking about feedback and assessment. In this article, we present a case study of a three-year Master’s in Education offered to UK STEMM university teachers as an opportunity to develop critically reflective and theoretically underpinned approaches to their practice. We outline the extent to which, in Mezirow’s terms, through a disorientating combination of studentship, self-reflection and paradigm crossing, the programme has the potential to change the participants’ frames of reference. Drawing on our experiences of working with these students and in-depth interviews we discuss the impact the programme has had on the participants’ assumptions around feedback and assessment, their identity, own practice and wider institutional perspectives and practice. Barriers identified by participants that inhibit assessment and feedback change are also explored.
期刊介绍:
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.