  Rubrics and oral feedback are approaches to help students improve performance
and meet learning outcomes. However, their effect on the actual improvement
achieved is inconclusive. This paper evaluates the effect of rubrics and oral
feedback on student learning outcomes. An experiment was conducted in a
software engineering course on requirements engineering, using the two
approaches in course assignments. Both approaches led to statistically
significant improvements, though no material improvement (i.e., a change by
more than one grade) was achieved. The rubrics led to a significant decrease in
the number of complaints and questions regarding grades.
