Teaching Assistant evaluations

The Mid-Term Check-In is a simplified version of the evaluation form to provide both TAs and instructors an opportunity to flag or identify any potential issues and/or opportunities for growth, as early as possible within the term. Through the Mid-Term Check-In, TAs are encouraged to identify where additional support may be required early on so their needs can be addressed for the remainder of the term. Similarly, feedback from instructors will be shared with TAs for their consideration and action. Both TAs and instructors will be given the opportunity to confidentially request an appointment with their academic unit graduate coordinator/manager.

Timing

The email to TAs and Instructors inviting them to complete this check-in will coincide closely with the 50% tuition refund deadline, as listed in Graduate Important Dates.

Links

• The Qualtrics Instructor Check-In link and TA Check-In link will become active approximately 6 weeks into each term and coincide consistently with the 50% tuition refund deadline, as listed in Graduate Important Dates..
• Deadline for the submission of the Mid-Term Check-In will come two weeks after the invitation to complete the form.

Instructions for TA Check-In

After filling in some student/term information, students are asked the following questions:

1. Reflect on your TA experience so far, including identifying any areas in which you would like additional support or resources for the remainder of your term.
   (e.g., availability of training, support and resources from supervisor and/or academic unit, frequency/quality of communication from supervisor and/or academic unit)
2. Is there anything that you would like to share privately with your grad coordinator/manager?

Students are then given the opportunity to request an appointment with their academic unit graduate coordinator/manager.

Instructions for Instructor Check-In

Similarly, after filling in some student/term information, instructors are asked the following questions:

1. Please reflect on your experience with this TA so far, including what has been going well, and providing any constructive feedback for the TA to consider for the remainder of the term.
   (e.g., effectiveness in leading or supporting lab sections, tutorials, or in-class activities; grading and providing feedback; preparedness; punctuality and attendance; communication with the class, instructor, other TAs, etc.)
2. Is there anything that you would like to share privately with your grad coordinator/manager.

Instructors are then given the opportunity to request an appointment with their academic unit graduate coordinator/manager.

The End-of-Term evaluation provides instructors the opportunity to i) assess TA performance based on the five criteria outlined below ii) share qualitative rationale for their ratings, and iii) nominate outstanding TAs for a Faculty of Health Teaching Award. TAs are provided the opportunity to self-reflect on their TA experience, including sharing what went well and offering feedback on areas that require additional support/resources. TAs are also given the opportunity to nominate their instructor for a Faculty of Health Teaching Award.

Timing

The email to TAs and Instructors inviting them to complete the End-of-Term Evaluations and self-reflections will coincide with the last day of classes as listed in Graduate Important Dates.

Links

• The Qualtrics TA Evaluation and Self-Reflection links will become active on last day of classes.
• These links will become inactive on the first day of classes of the following term.

Instructions for TA Self-Reflection

After filling in student/term information, students are asked three questions about their TA experience:

1. What do you feel you did well at and/or enjoyed the most during this TA assignment? (e.g., effectiveness in leading or supporting lab sections, tutorials, or in-class activities; support and grading of student work; preparedness and organization; communication with students and instructor)
2. Please identify any areas in which you would like additional support or resources in the future. (e.g., availability of training, support and resources from supervisor and/or academic unit, frequency/quality of communication from supervisor and/or academic unit)
3. Is there anything that you would like to share privately with your graduate coordinator/program manager?

Students are then given the opportunity to request an appointment with their academic unit graduate coordinator/program manager.

Lastly, students are able to submit a nomination in support of a Faculty of Health Teaching Award for their instructor and provide rationale for their nomination.

Instructions for instructor TA Evaluation

After filling in instructor/TA/term information, instructors are asked to assess their TA’s performance based on five criteria:

1. Leading or supporting lab sections, tutorials, or in-class activities (e.g., TA provides meaningful support to students; TA conveys information clearly; TA demonstrates group facilitation skills; TA demonstrates a willingness to support students; etc.).
2. Support and grading of student work (e.g., TA provides meaningful feedback and support for students seeking assistance; TA provides assignment feedback according to pre-determined timelines, grading keys and rubrics; TA provides comments consistent with the scope of the class; TA manages student questions regarding the assignment and provides justification for assigned grades appropriately; etc.).
3. Preparedness (e.g., TA is well-organized; TA has completed necessary training modules and/or other training to complete their assigned tasks; TA is knowledgeable about the assignment requirements and associated course material; TA keeps up with course material and/or attends class, if required; TA has reviewed and understood course/academic unit/faculty policies relevant to the course; TA arrives with required materials).
4. Punctuality and Attendance (e.g., TA is present and timely when attending to course-related tasks such as marking meetings, office hours, attending class, if required proctoring tests).
5. Communication (e.g.., TA engages in a timely, clear, and effective way with members of the classroom community, including the course instructor, the TA team, students in the class, and guests to the class; TA offers timely responses to student and instructor emails; TA communicated using the range of expected tools and fora, e.g., in person, LEARN discussion boards, email, teleconference platforms)

Using these categories for assessment:

1. One or More Unmet Expectations: this category should be selected if the TA’s performance needs improvement in one or more areas to meet the expectations outlined in the TA contract. If this category is selected, a written response providing additional details will be required. Further, it is strongly recommended that the instructor meets with the TA to identify which supports can be offered to the TA so that they can move toward meeting expectations.
2. Meets Expectations: this category reflects that the TA’s performance meets all expectations outlined by the instructor in the TA contract. This category should be selected if the instructor thinks that the TA is doing their job well and no improvements are needed. Please note that most TAs who complete their duties according to their contract should fall under this category and this ranking represents the expected level of TA performance.
3. Outstanding: this category should be chosen to celebrate truly exceptional TAs. A TA who merits this ranking will have exceeded expectations in significant and impactful ways over the course of the term.

Instructors are then asked to provide qualitative feedback with any comments or suggestions to share with their TA.

Instructors are then given the opportunity to request an appointment with their academic unit grad coordinator/program manager.

Lastly, instructors are able to submit a nomination in support of a Faculty of Health Teaching Award for their TA and provide rationale for their nomination.

Compiled from results collected between Fall 2023 – Winter 2024.

Below you will find a summary of the qualitative and quantitative data collected through this TA Evaluation process, as well as linked resources that are related to these comments if available.

TA Evaluation Qualitative Results

Instructors provided positive comments on the work of TAs:

• Availability to address student queries; building rapport with students; 
• Being supportive of students and helping to create safe spaces for discussions;
• Timely marking and feedback on assignments; 
• Taking initiative above and beyond course expectations;
• Stepping in to help problem solve when the unanticipated happens;
• Leadership in organizing grading/marking

The Centre for Teaching Excellence holds a number of workshops for graduate student TAs that can help you exceed expectations and provide the best possible experience for your students. In addition, CTE offers core workshops for graduate students and postdocs at least once per term.

TAs shared what they like about being a Teaching Assistant:

• Interactions with students regarded as the most rewarding part of the job;
• Enjoyment of running tutorial sessions;
• Positive experiences of grading student assignments, including discussion posts;
• Role of instructors in shaping their experiences, enjoyment of working with instructors who: were well-organized, provided supports and grading rubrics, who offered clear directions on grading, offered opportunities for TA’s to deliver guest lectures and/or take leadership roles

TAs shared what additional supports/resources they would appreciate:

• TA training and practical skills
• LEARN support, including navigating accommodations for quizzes in LEARN;
• How to better support students, especially related to accommodations and mental health;
• How to provide feedback, especially when students do not perform well;
• Training on culturally-safe spaces, especially when TA’s are required to lead tutorials on subjects that can evoke strong emotions

The Keep Learning Team provides TA resources on remote teaching and using LEARN. Once again, some of the core workshops offered termly by CTE are also related to these points. CTE led a recorded Lunch and Learn session on the topic of Working Effectively with Teaching Assistants. The presentation slides (.pptx) is also available.

Additional support needed from instructors:

• Overview of expectations, especially in beginning of course (to help manage their time and anticipate when they will have marking heavy weeks;
• Timely and accurate communication from instructors and ample time for grading;
• More clarity on roles and responsibilities of the TAs

TA Evaluation Quantitative Results

The pie charts below are a visual depiction of the results for outstanding performance in the various criteria evaluated of our students. As more results are compiled, we will begin to share comparisons over the years to highlight any quantifiable trends/improvements.