This study explores the use of rubric in the flipped classroom presentations assessment in the final year neuroscience module Behavioural Neuroscience at Keele University (from 2020 to current 2024 cohort). Students are tasked with delivering presentations in a flipped classroom format, where they take ownership of their learning by preparing and delivering content. Staff employ a predefined rubric to evaluate student performance across various four domains including verbal skills, visual aids, content, organisation, and teamwork, with a total of 17 specific criteria (adapted from Peeters et al., 2010). Presentations, each lasting 45 minutes, are recorded for assessment, with one marker present during the presentation and a second marker assessing the presentation from the recording. By engaging students in active learning through presentation preparation, the flipped classroom model promotes deeper comprehension and retention of course material. Meanwhile, the use of a rubric for assessment ensures clarity and consistency in grading, guiding markers in evaluating presentations based on predefined criteria. Additionally, the rubric is explained during a tutorial and readily available afterwards, thereby providing students with clear expectations, enabling them to focus on key aspects of their presentations and align their efforts with assessment criteria. Moreover, the integration of rubric-based assessment enhances the comprehensiveness of evaluation in the final year module. By encompassing various dimensions of presentation quality, including verbal communication, visual aids, content coherence, organisation, and collaborative skills, the rubric offers a holistic assessment of student performance. This comprehensive evaluation approach provides valuable insights into students' abilities beyond mere content knowledge, such as their communication proficiency and teamwork skills, which are essential for success in academia and beyond. Nevertheless, there are some challenges with this approach, such as ensuring consistency in the application of the rubric across different markers and presentations requires clear guidelines. Additionally, technical issues related to recording quality and accessibility may arise, impacting the reliability of assessment data. In conclusion, the integration of rubric-based assessment into flipped classroom presentations offers a promising avenue for enhancing final year module evaluation. By combining the active learning benefits of flipped classroom pedagogy with the clarity and comprehensiveness of rubric-based assessment, educators can foster student engagement and provide meaningful feedback on presentation skills. However, addressing logistical challenges and ensuring robust assessment procedures are essential for the successful implementation of this approach.