A primary difficulty with music performance assessment is managing its subjective nature. To help improve objectivity, rubrics can be used to develop a set of guidelines for clearly assessing student performance. Moreover, rubrics serve as documentation for student achievement that provides music teachers with a written form of accountability. This article examines the complexities of music performance assessment and provides an argument for the benefit of rubrics in the assessment process. In addition, discussion includes an overview of the various types of rubrics as well as suggestions for choosing and writing rubrics to assess musical performances. (Contains 2 figures and 21 notes.)