Extensive research connects enhanced formative assessment to the use of rubrics. However, their value in improving student performance is mixed. This study investigated the impacts of rubrics on students’ academic performance on quadratic equation problems. Using a quasi-experimental design, 149 grade eleven students in six classes were randomly sampled from three secondary schools in a rural district (Zambia). Three classes were randomly assigned into experimental groups (n = 78) and used rubrics to obtain feedback that encouraged self-assessments for six weeks in the second term of 2024. The same formative assessments were implemented in three comparison groups (n = 71) without rubrics. Data were collected using a quadratic equations test and analyzed using a t-test. The students from experimental groups ((Formula presented.)) significantly outperformed those from comparison groups ((Formula presented.)) after the intervention regardless of gender. Thus, by providing clear expectations and promoting self-assessment, rubrics can significantly improve male and female students’ academic performance on quadratic equation problems. © 2025 Taylor & Francis Group, LLC.
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