Despite their widespread adoption and recognised benefits, rubrics have been critiqued for their potential misalignment with student needs. The voices of international students, who constitute a substantial portion of the higher education population, remain underrepresented. This study examines the perspectives of international undergraduate students on assessment rubrics in a UK business school. Employing a participatory research approach and focus groups, the findings reveal challenges students face related to rubric design, rubric use during and post-assessment, and prior experience with rubrics. This study concludes that enhancing the accessibility of rubrics for international students--"via" thoughtful design, timely introduction, focused discussions, pertinent activities and seamless integration throughout the assessment cycle--is paramount. The article advocate for more inclusive and effective rubric practices tailored to the diverse needs of the international student body.