Abstract
This study was conducted to investigate rubrics: their usefulness in higher education and their evaluation by students. Specifically, the study compares the usefulness of returning rubric evaluations in two formats: face-to-face and using the Microsoft Teams (Microsoft Corp.) assignment feature. The survey was administered to female students enrolled in programming courses during 2018–2024, asking them to rate the rubric usefulness on a scale of 1 to 10. The analysis revealed no significant difference in assigned usefulness ratings between the two groups. However, results showed that establishing individual evaluation criteria contributed significantly to the perceived usefulness of the rubrics. Grade notifications and feedback had no marked effect on the usefulness ratings of the rubrics. These findings suggest that evaluation criteria must be defined clearly to ensure the effective use of rubrics.
