Write out a list that categorizes everything that you want the student to be doing. Categories can vary from attendance to organization and grammar in a given assignment.
Write down as many details as possible in bullet form about what you would like to see done for each category.
Open a spreadsheet document. Make five columns and the number of rows as there are categories. Save the document to not lose any of your work.
Title the first row of the first column "categories." Title rows 2-5 "criteria." List all of the categories down the rows of the first column. List the categories to emphasize the order in which students should think about them as they are doing their assignment (e.g. research question, outline, rough draft, etc.).
Write scaled explanations for what it means for each category to be fulfilled in rows 2-5 based on the notes taken earlier. For instance, achieving the "1" criteria in the "organization" means the sequencing of information is at a bare minimum, it's difficult to follow and there's no coherency or underlying logic; a "3" is a logical presentation of information, while a "4" is not only logical, but compelling, interesting and persuasive.
Determine the numerical total for each category and write this in the final box after each criteria for every category is listed, prefixed by a backslash, such as /10. At the bottom of the column, add up all of the points for the total number of points a student will earn.
Insert a column next to the numbers for instructor feedback on each criteria and the extent to which, and how, students fulfilled it in their work, and what can be done to improve. This will give students more descriptive assessments of what led to a given grade.
Review the rubric with students prior to assigning work so they understand what is at stake in the learning and grading process, what the assignment is intended to help them achieve and how they can go about achieving it.