Exploring a cohort of South African lecturers' views on the implementation of rubrics in a higher education environment
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Although the implementation of rubrics as teaching-learning and assessment tools has progressively become more visible in all educational settings, including the higher education context, lecturers' bona fide viewpoints about the matter remain largely unknown. Moreover, a noticeable gap in the literature on research regarding South African lecturers' views on the implementation of rubrics in a higher education environment was detected. Emanating from the above, the main purpose of this paper was to explore the views of a cohort of South African lecturers on the implementation of rubrics in a higher education environment. By applying a qualitative case study research design, 13 purposively sampled South African lecturers on one university campus participated in the research. After conducting semistructured individual interviews with the sampled participants, six themes emerged from the data: types of rubrics; principal use of rubrics; rubric development; procedures for implementing rubrics; challenges of rubrics and the value of rubrics. The findings of the research revealed that the sampled participants prefer the use of holistic rubrics; that rubrics are principally used for assessment purposes; that the development of rubrics is informed by various sources; that rubrics are implement as antecedents to a task and that rubrics have benefits for students and lecturers.