3. The third step in creating
   a rubric is to articulate gradations of quality. These hierarchical categories should concisely describe the levels of quality (ranging from bad to good). They can be based on the discussion of the good versus not-so-good work samples. Using a conservative number of gradations keeps the rubric user friendly while allowing for fluctuations that exist within the average range (‘Creating Rubrics’).
4. The fourth step in creating a rubric is to practice on models. Students can test the rubrics on sample assignments provided by the instructor. This practice can build a student’s confidence by teaching them how the instructor would use the rubric on their papers. It can also facilitate student/teacher agreement on the reliability of the rubric.
5. The fifth step is to ask for peer and self-assessment.
6. The sixth step is to revise the work based on that feedback. As students are working on their assignment, they can be stopped occasionally to do a self-assessment and then give and receive evaluations from their peers. Revisions should be based on the feedback they receive.
7. The seventh and final step is to use teacher assessment, which means using the same rubric the students used to assess their work.'

(Ref: Wikipedia)