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.