Assessment practices in accounting education are undergoing significant transformation as institutions shift toward outcome-based education, competency-driven curricula, and authentic learning evaluation. Traditional examination-centric assessment methods often lack transparency, consistency, and alignment with professional competencies required of modern accountants. Rubric-based evaluation has emerged as a powerful assessment tool that addresses these limitations by providing explicit performance criteria, structured feedback, and consistent grading standards. This conceptual research article examines the role of rubric-based evaluation in accounting education and its contribution to enhancing learning outcomes, assessment reliability, and student engagement. Drawing upon educational assessment theory, accounting education literature, and outcome-based learning frameworks, the study proposes a Rubric-Based Accounting Assessment Framework (RBAAF). The paper discusses rubric design principles, integration across accounting subjects, pedagogical benefits, implementation challenges, and future research directions. The study contributes to accounting education scholarship by offering a comprehensive, practice-oriented guide for designing and applying rubric-based evaluation in undergraduate and postgraduate accounting programs