The rubric is widely used in the formative and summative evaluations of teaching and learning in all levels and types of schools worldwide. The development and use of rubrics are currently among the "hottest" research topics in the fields of education and psychology. A large number of empirical studies have found that the use of rubrics can have a significant positive impact on students' learning, academic performance, and self-efficacy. Although the relevant empirical data on the positive effects of using rubrics is steadily increasing, there is still a lack of empirical research focusing on using rubrics to promote the professional development of pre-service teachers. Assessment literacy and self-regulated learning ability are key elements of professional development for pre-service teachers. How to effectively use structured rubrics to promote the improvement of pre-service teachers' assessment literacy and self-regulated learning ability is an important issue in teacher professional development research. This study aims to empirically investigate the impact of systematically using structured rubrics in the training process of pre-service music teachers on their assessment literacy, self-regulated learning ability, and ultimate learning performance (such as teaching skills).This study adopts a randomized controlled trial design. 85 pre-service music teachers from the Music Teacher Education program of NENU were randomly assigned to the experimental group (receiving intervention based on rubrics) and the control group (receiving conventional evaluation methods). The intervention lasted for 18 weeks/semester. The experimental group deeply integrated rubrics into the teaching practice courses, including using rubrics for self-assessment, peer assessment, and receiving teacher feedback. Assessment literacy was measured using standardized scales, and self-regulated learning (including goal setting, strategy use, self-monitoring, and reflection) was measured using mature scales (such as the relevant sub-dimensions of the Motivation and Learning Strategies Questionnaire MSLQ). Learning performance was assessed through validated teaching skills ratings and related course grades. Data were analyzed using methods such as covariance analysis and multiple regression, controlling for pre-test differences. Finally, ANOVA analysis was used to examine the impact of rubrics on the self-regulation, assessment literacy, and learning performance of pre-service music teachers.