“...It is clear that student learning improved significantly through use of the analytical rubric because students (1) were given the opportunity to incorporate instructor feedback following the group meetings; (2) were required to reflect on their learning (metacognition); and (3) gained a clearer understanding of assignment expectations and how they link to course learning objectives...The analytical rubric and its application during the group meetings showed that students level of understanding ranged from good to excellent on most of the criteria...Besides the high level of student learning, another positive aspect to the rubric was the ease with which students could be graded and the objectivity and defensibility of the assigned grades. Students appreciated that the rubric provided a clear basis for their grades.” (p.229-230)

Levia, D. F., & Quiring, S. M. (2008). Assessment of Student Learning in a Hybrid PBL Capstone Seminar. Journal of Geography in Higher Education, 32(2), 217-231. doi:10.1080/03098260701514041