Abstract

Assessment of learning outcomes plays a crucial role, not only in determining students' levels of cognition and skills but also in providing practical feedback for competency development, improving teaching methods, and adjusting curricula. Rubrics have become an essential tool for enhancing transparency in the assessment process and improving the quality of learning outcomes. This article employs bibliometric analysis and statistical methods to investigate scientific literature collected from the Scopus database regarding the use of rubrics in assessing learning outcomes.

Keywords: Rubrics, assessment, learning outcomes, bibliometric analysis, Scopus data.