Question About Rubrics

Here are some good questions about rubrics from Tiffany Holmgren. I post them here so that we can get as many opinions as possible:
Hi Ben. I purchased 2 of your books earlier this year and just bought the TPRS in a Year to round out my collection. I am a Spanish teacher, out on maternity leave for the remainder of this year. I went to a TPRS training last summer and knew immediately that it was the way I wanted to continue teaching. I have some support at the admin level and a colleague willing to change directions after almost 30 years of teaching. I have spent this year doing some reading to save my colleagues with less time some of the more tedious aspects of implementing a new approach. I have really found your information and perspective helpful. Thank you for taking the time to share. You also sent me an invite to your PLC. I have yet to take you up on your kind offer and hope that it hasn’t already expired on me. I am working at a pace that allows me to enjoy my new son and avoid that easily reachable state of being overwhelmed with new ideas. That said, I would love to ask you a couple of follow up questions about using the jGR participation rubric.
I am a big fan of Ken O’Conner when it comes to assessment and grading. I typically reserve my grade book for assessments that communicate what a student can do using the target language. Scores that relate to the learning process like participation, homework, etc. I provide feedback for, but never grades. I find that they tend to inflate what grades say about student achievement. That said, I am persuaded by your rubric. I can see why, with this approach, that levels of student participation in class can equate with higher levels of acquisition. The two things I find myself wondering out loud about are:
1) How/what kinds of documentation you use to make sure that the score you give students is accurate. I am not necessarily talking about what you show students and parents, but what do you keep tack of so that at the end of a certain period, when you assign jGR scores, you can rely on more than your “sense” of at what level a student has been participating in classroom activities. Do you document outlying behaviors like interactions with you and other students in the target language, or disruptive behaviors- either of which would bump a student up or down on the rubric?
2) How often do you assign those scores? Every class period? Weekly?
A little more insight would help me incorporate that rubric, which I see the need to do, more effectively. In the past, with previous attempts with participation rubrics, I feel like the process either got way complicated and I lost track, or ended up inflating grades because so many students were participating at a high level. With the rigorous level the rubric describes as a 5, I don’t see as much of the inflation danger, but if you could help clarify the daily or weekly ins and outs of actually assigning scores, that would really help.
Thanks so much!!
Tiffany