Student learning and program effectiveness is often assessed using rubrics. While much time and effort may go into their creation, it is equally important to assess how effective and efficient the rubrics actually are in terms of measuring competencies over a number of criteria. This study demonstrates the use of common factor analysis to identify the number of criteria actually measured by an analytic or listing rubric. This information can help designers revise their rubrics so that each criterion measured corresponds to one unique competency making the rubric more effective and efficient. (Contains 1 figure and 3 tables.)