Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning
Author(s)
Ippolito, Kate
Pazio, Monika
Type
Journal Article
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.
Date Acceptance
2019-06-09
Citation
Higher Education Pedagogies, 4 (1), pp.331-346
ISSN
2375-2696
Publisher
Taylor & Francis Group
Start Page
331
End Page
346
Journal / Book Title
Higher Education Pedagogies
Volume
4
Issue
1
Copyright Statement
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Publication Status
Published online
Date Publish Online
2019-10-14