Lecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development

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dc.contributor.authorBharuthram, Sharita
dc.date20/06/2017
dc.date.accessioned13/02/2017 10:01
dc.date.available13/02/2017 10:01
dc.date.issued2015
dc.descriptionhttp://dx.doi.org/10.1080/18146627.2015.1110907en_US
dc.description.abstractThe 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.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationBharuthram, S. (2015). Lecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development. Africa Education Review, 12(3): 415-428en_US
dc.identifier.issn1814-6627
dc.identifier.urihttps://hdl.handle.net/10566/2522
dc.identifier.urihttp://dx.doi.org/10.1080/18146627.2015.1110907
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherTaylor and Francisen_US
dc.rightsThis is the author final version of the article available online at http://dx.doi.org/10.1080/18146627.2015.1110907
dc.status.ispeerreviewedTRUE
dc.subjectTeaching and learningen_US
dc.subjectHigher educationen_US
dc.subjectRubricsen_US
dc.subjectTeaching practiceen_US
dc.subjectCurriculum reviewen_US
dc.titleLecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and developmenten_US
dc.typeArticleen_US

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