The aim of this study is to determine the effect of rubrics on the research skills and cognitive achievement of students in science and technology classes. In the study, static group comparison design and the nonequivalent control group design were used. The study was conducted in a secondary school in the Cankaya neighborhood of Ankara, with a total of 199 students, studying in the 6th, 7th, and 8th grades in the 2010-2011 academic year. A rubric and an achievement test were developed as data gathering tools. During a four-week period, the experiment and control groups were given performance tasks in the form of researching activities. While the experiment group was given a rubric, the control group was not. In the study, in order to measure the students' cognitive domain levels, a pre-test and a post-test were applied. As a result of the study, it was determined that the research skills and cognitive area levels of students who use rubrics are higher than those who do not.