Assessment of the learning process refers to assessing the quality of students' learning as they complete learning activities, such as how much time they spend reading materials, how many times they repeat quizzes when they get low scores, or whether their posts in a forum are helpful for other students. Assessment of process is more appropriate for online learning, and the use of a rubric has been suggested to ensure the objectivity of learning process assessment (Wilen, 2004). The objective of the present study was to validate such a rubric for the assessment, proposed by Mustafa et al. (2019) on the basis of feedback solicited from students. Sixty percent of the students who had successfully completed and passed a compulsory online class, English as a foreign language (EFL), were recruited to participate in the study (N = 72). The data consisted of a questionnaire which explored whether the rubric grades (for each criterion and the overall passing grade) were adequate from the perspective of students. It also explored whether or not the rubric grade they received matched students' expectations; significant differences between the rubric and students' expectations were determined quantitatively. Both grades were compared using the one-sample Wilcoxon sign rank test at the significance level of 0.01. The results showed that the grades for seven out of twenty criteria in the rubric required revision because they were significantly different from the grades proposed by the students. The new revised version of the rubric can be used to improve student satisfaction with their assessment results in an online learning classroom.