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.

中文翻译：

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吸吮并观察–通过迷失体验式学习来改变STEMM大学教师评估的观点和实践

摘要改变机构评估和反馈做法的核心是需要转变大学教师关于反馈和评估的思维方式。在本文中，我们将对英国STEMM大学教师提供为期三年的硕士教育的案例研究，以此作为发展他们的实践的批判性反思和理论基础的方法的机会。我们以Mezirow的方式概述了通过迷失方向的学生身份，自我反思和范式交叉的组合，该计划有可能改变参与者的参考框架的程度。借鉴我们与这些学生合作的经验和深入的访谈，我们讨论了该计划对参与者的反馈和评估，他们的身份，自己的实践以及更广泛的机构视角和实践。还探讨了参与者确定的阻碍评估和反馈变化的障碍。