Undeniably, a symbiotic relationship exists between assessment, teaching, and learning, as well. However, assessment has been sidelined, ignored, misused, and misunderstood for many decades until the recent emergence of importance assessment can play in the role of learner improvement and achievement other than the use of standardized scores for comparison or placement purposes.The rationale behind developing the Authentic Assessment and Rubrics is that it facilitates effective teaching and learning in students. However, Authentic Assessment and rubrics have gained a lot of popularity over the years especially in the high school level (Adams amp. Hamm, 2011). This assessment tool was not easily accepted in the past, but it has steadily gained recognition and is in use in the present teaching process. There has been a misconception about rubrics because most teachers in schools believe that the current methods they are using to teach, for instance, using grading scales and translating it into a chart are a rubric. This is a great misconception and needs to be quickly rectified. However, rubrics have laid down parameters, are thoroughly substantiated (Basterra, 2010). Similarly, once an individual understands these aspects of a rubric, then the rest becomes a matter of just aligning it with the task. However, there are two major points that one needs to understand about a rubric. These are the anatomy of a rubric or what a rubric is made of and secondly, the function or purpose of a rubric. These are the basic or fundamental points. However, other important points include what to measure, which determines the effectiveness of the rubric and understanding the rubric making process.According to Tan and Koh 2008, the aspect of authentic learning aims at yielding multi-dimensional learning in students. Similarly, they go ahead and point out that authentic assessment is multi-faceted in that it involves various aspects that are put together to come up with a comprehensive evaluation process for students.