Interviewing the Interviewers: How Qualitative Professors Assess Interviews in Their Classes

When reviewing the literature relating to what instructors of qualitative research courses are teaching in their courses, we found a gap regarding qualitative faculty's motivations behind what they teach and whether they use teaching tools such as rubrics in their assessment practices. We utilized general qualitative methods to explore and describe how instructors of qualitative methodology courses conceptualize and design interview-based assessments. By conducting structured interviews with five faculty members, we embraced interpretivist descriptive traditions and sought to obtain thick, rich descriptions of each participant's perspectives and experiences. After coding interview transcripts, we created themes to represent participant beliefs that (a) interview assignments are the most appropriate and comprehensive way to assess knowledge of qualitative research, (b) the design and/or use of rubrics for these assignments is complicated within qualitative coursework, and finally, that (c) thorough feedback is the most important aspect of providing high-quality instruction in qualitative research methods. We then summarize our findings and argue that with creative application and further research, qualitative faculty can benefit from the use rubrics to assess interview assignments in qualitative methods courses.