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

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    Bharuthram_lecturers perceptions_2015.pdf (970.2Kb)
    Date
    2015
    Author
    Bharuthram, Sharita
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    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.
    URI
    http://hdl.handle.net/10566/2522
    http://dx.doi.org/10.1080/18146627.2015.1110907
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    • Research Articles (Scholarship of Teaching & Learning)
    • Research Publications (English Studies)

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