This book focuses on evaluating the effectiveness of rubric assessment procedure in measuring and promoting student learning. The dimensions of learning considered were (a) attitudes towards assessment, specifically satisfaction with grading and feedback; (b) motivation levels and self-regulated learning behaviors; and (c) academic performance on cognitive and affective learning outcomes. To assess the influence of rubric usage on these aspects of learning, multiple field investigations were carried out at four higher education institutions and four business organizations using quasi-experimental designs.