PHYS 141 TA Evaluation Rubric
The purpose of this rubric is to convey the standards which the Physics Department expects from TAs in regards to their lab teaching duties. It is not intended to be a checklist; rather, it provides examples of the sorts of things that we expect from TAs (Acceptable), common shortcomings we would like you to avoid (Needs Improvement), and issues which we will not tolerate (Unacceptable).
Over the course of the quarter, the lab staff will evaluate TA performance in these categories. The evaluations will be used to provide feedback during and/or at the end of the quarter. We hope that this feedback will help you to become a better and more effective instructor in the lab setting.
Actions and behavior which fall in the Unacceptable category will be addressed both firmly and promptly.
| Acceptable | Needs Improvement | Unacceptable | |
| Professionalism | Comes to training sessions on-time and prepared. Participates fully in lab training exercises. Is on-time for assigned lab sections. Provides appropriate advance notice of conflicts with training sessions and/or lab sessions. Treats students with respect. | Is late to training or has not read over the lab prior to training. Only completes part of the training exercises or completes them in a superficial manner. Displays poor attitude towards training or towards the labs in general. | Skips lab training. Is disruptive, does not pay attention, or does not take training seriously. Does not complete training exercises. Treats students disrespectfully. |
| In-Lab Performance | Comes to the lab prepared. Is actively engaged with students throughout the lab period. Runs lab sections smoothly such that students are working productively and know what to do. Students finish on time. Keeps an eye out for (and reports to staff) any potentially toxic student behavior. | Is passive. Responds to questions, but does not actively engage with students. Student groups are unproductive due to time spent waiting for assistance from TA. Students are frequently scrambling to finish work by the end of the period. Students are working in groups of 4 or more. | Comes to lab late. Spends time grading, emailing, reading research papers, etc. during lab period. Lab section is chaotic or students do not know what to do. Lab runs over time and interferes with the next scheduled lab section. |
| Post-Lab | At the end of the lab period, all student work stations are neatly organized and contain all of the appropriate equipment. Apparatus are powered down as instructed during training. Battery operated apparatus are turned off. Broken and malfunctioning apparatus have been tagged and reported to the lab staff. Lab room is properly secured. Lights are turned off, windows are closed and the door is closed. | Student workstations are disorganized. Apparatus are left powered on. Broken and malfunctioning apparatus is set aside but lab staff are not notified and inadequate documentation provided as to what the problem is. Stools are scattered all over the lab. | Student work stations are disorganized and missing required apparatus. Multiple sets of apparatus are grouped around one workstation. Broken and malfunctioning apparatus is left in place for the next lab section. Room is left open with lights on. |