Lecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development
Loading...
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis
Abstract
The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers� usage of rubrics is limited. This article explores the lecturers� perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.
Description
http://dx.doi.org/10.1080/18146627.2015.1110907
Keywords
Teaching and learning, Higher education, Rubrics, Teaching practice, Curriculum review
Citation
Bharuthram, S. (2015). Lecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development. Africa Education Review, 12(3): 415-428