Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1631707

Kate Ippolito, Monika Pazio

{"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":"4 1","pages":"331 - 346"},"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.

查看原文本刊更多论文

吸取教训——通过迷失方向的体验式学习转变stem大学教师的评估观点和实践

改变机构评估和反馈实践的核心是需要转变大学教师对反馈和评估的思维方式。在这篇文章中，我们对英国STEMM大学教师提供的为期三年的教育硕士学位进行了案例研究，以期为他们的实践提供批判性反思和理论支持的方法。用Mezirow的话来说，我们概述了通过学生意识、自我反思和范式交叉的迷失方向的结合，该计划在多大程度上有可能改变参与者的参考框架。根据我们与这些学生合作的经验和深入访谈，我们讨论了该计划对参与者关于反馈和评估的假设、他们的身份、自己的实践以及更广泛的机构观点和实践的影响。还探讨了参与者发现的阻碍评估和反馈变化的障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

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.