There have been few studies regarding the impact on inter¬professional education (IPE) assessments and instruments to support learning and teaching. In this study, a single-point rubric was developed and evaluated to explore its educational impact on supporting learning and teaching. The research question was: To what degree does the single-point rubric support student learning and assist facilitators in developing feedback within the context of IPE? We tested the single-point rubric in the assessments within both interprofessional (IP) foundational and elective courses. One hundred eighty-seven rubrics across two IP courses were completed and collected. Of the 49 students and 17 facilitators who responded to the surveys, 3 students and 5 facilitators completed follow-up interviews. Two of the foundational course developers also participated in interviews. Kane's validity framework guided the validation process. Results showed that facilitators used the single-point rubric to provide structured and potentially helpful feedback. Students agreed with the feedback and could efficiently identify the strengths and weaknesses of their performance from the feedback. Students could use the suggestions from facilitators and their own engagement with the feedback to improve future IP learning. However, some facilitators did not provide students with suggestions for improvement, perhaps because they felt that they were not experienced enough to provide suggestions. Additional training is essential for facilitators to learn how to provide suggestions for improvement. The overall educational impact of the single-point rubric is positive, but future investigation with a larger sample size is required.