The purpose of this study was to research the effect of the rubric on the level of learners' cognitive engagement and to explore the effectiveness of Web-based concurrent discussions experienced by learners. The participants were 20 undergraduate students of D Women's University and they were divided into six groups for concurrent discussions in Web-based environment. Three groups of 10 participants were provided with rubric I to conduct self-evaluation and the remaining three groups of 10 participants were provided with rubric II to conduct self-evaluation and peer evaluation. After concurrent discussion in Web-based environment, it was found that the degree of learners' cognitive engagement using rubric II showed higher-level cognitive engagement than the other groups using rubric I. In addition, with regard to the level of learners' cognitive engagement, the groups using rubric II interacted more frequently with one another than the other groups using rubric I. [For the full proceedings, see ED562093.]