Technology education, or design technology as it is known elsewhere, supports learners to develop technological literacy by providing them with the opportunity to, amongst others, develop and apply the preset design process to solve technological problems. This subject requires learners to develop authentic technological solutions. As a result, assessment in this regard is essential. An analytical rubric is a tool for assessment with explicit assessment criteria that enables learners to understand what is expected of them. It is emphasised that knowledge without the pertinent skills to realise practical solutions is worthless. This study investigated the manner in which technology teachers use analytical rubrics to assess technological solutions. A qualitative research approach was employed to understand the teachers’ perceptions when using analytical rubrics, and to investigate how effective they are in assessing learners. A case study was selected to identify the participants, and data were collected through semi-structured, face-to-face interviews, including a document analysis. In order to ensure the credibility of the study, specific questions were asked to all of the participants. A thematic analysis procedure was used to analyse the data. The study confirmed that teachers still do not explain to learners the key concepts and descriptors used in a rubric. Future research should focus on supporting technology teachers to develop their own analytical rubrics to ensure that learners are conversant with the terminology used in the rubric and that they subsequently develop a sense of direction academically.

技术教育或设计技术在其他地方广为人知，它通过向学习者提供发展，应用预设的设计过程来解决技术问题的机会，来支持他们发展技术素养。该主题要求学习者开发可靠的技术解决方案。结果，这方面的评估至关重要。分析性指标是具有明确评估标准的评估工具，使学习者能够理解他们的期望。需要强调的是，没有实现实际解​​决方案的相关技能的知识是毫无价值的。这项研究调查了技术教师使用分析性指标评估技术解决方案的方式。使用定性研究方法来理解教师在使用分析性评判标准时的看法，并调查他们在评估学习者方面的有效性。选择一个案例研究来识别参与者，并通过半结构化的面对面访谈（包括文件分析）收集数据。为了确保研究的可信度，向所有参与者询问了具体问题。主题分析程序用于分析数据。这项研究证实，教师仍然没有向学习者解释专栏中使用的关键概念和描述符。