Hastie, Fahy, and Parratt (2014), Hastie (2018), and Britton et al. (2017) employed the above TeamUP rubric in universities to conduct teamwork assessment. While the first two emphasised their evaluation on undergraduate midwifery students, the last focused the assessment on undergraduate drama students. Although all three studies employed the same TeamUP rubric for teamwork assessment, their manner of assessment was quite different. While Hastie, Fahy, and Parratt (2014) and Hastie (2018) asked students to provide peer feedback in terms of colours, as in red, amber, yellow, and green (see Figure 2 for an example), Britton et al. (2017) asked students to rate their team performance on a five-point frequency scale, ranging from 0 (never) to 4 (always) (see Figure 3 for an example). Both assessment methods tended not to emphasise marks as the focus of attention (Boud, 2010) for assessment. In addition to assessment, both midwifery and drama students were also taught the skills articulated on the rubric through lectures and related tutorials before conducting the assessment. Since the TeamUP rubric requires students to provide self- and/or peer evaluations, the quality of student feedback would be the major limitation of this rubric. For example, students might be fearful that their honest assessment would lead to a team member’s failure in the assessment. This limitation of peer feedback, however, is not specific to the TeamUP rubric only.