研究者採用 Rubrics，分別發展人力資源管理課程的書面報告大綱和口頭專題報告之評分規準。研究參與對象為研究者任教課程之51位大學生，分成十組。結果發現：在二位教師之間、以及教師與學生之間的評分者間信度頗高，而且評分標準越具體、可量化，評分的信度相對提高。雖然以Rubrics評分的相關係數略高於傳統評分方式，只是此差異極為微小。問卷調查顯示：學生對於 Rubrics評量方法傾向認同與肯定，學生也願意接受同學之間的互評。本研究整理研究發現以及學生意見，提出對於未來研究與使用 Rubrics的具體建議。

Two sets of rubrics were developed for assessing the performance of students in Human Resource Management courses. The rubrics were reviewed by 3 experts and discussed with students in class. The final versions of the rubrics were used for assessing students’ performance. In addition, a questionnaire was designed to obtain students’ opinions on using the rubrics for assessment. The participants were 2 college professors and 51 college students. They were divided into 10 groups. The results showed high interrater reliability among the professors’ scores, as well as between the professors’ and students’ scores; interrater reliability results were higher when the criteria were concrete and quantifiable. Despite the use of rubrics resulting in slightly higher interrater consistency than the use of traditional grading methods did, the differences were negligible. However, the intrarater correlations (scores graded using 2 methods by the same person) were higher than the interrater correlations (scores graded using the rubric method by different people). The results from the questionnaire revealed that the students had positive attitudes toward the uses of rubrics for classroom assessment and peer assessment. On the basis of these findings, I offer specific recommendations for future studies of the application of rubrics to classroom assessment.