Part 3: Evaluating Your Students and Yourself

Evaluating Student Seminar Performance

Given that most teaching assistants are responsible for conducting seminars and tutorials, they are often solely called upon to provide a grade for students' seminar performance as a percentage of the total mark. If you asked students to do written work or assignments, make sure that they factor into the final grade. Because marks for seminar discussion tend to be more ephemeral, you should explain the various factors that contribute to the final grade. For instance, in your estimation, how significant was attendance or the quality versus the quantity of the oral contribution? Did the student contribute often, but reveal unfamiliarity with the concepts, themes, and reading of the class? Was there a qualitative discrepancy between a student's prepared presentations and their informal contributions to class discussion?

Use whatever scale is comfortable. You may find it convenient to use a shorter scale such as 1-5. Give one point for showing up and allow the students to earn the other four points in participation contributions. Do not, however, record marks during the seminar discussion. Students will find this habit disconcerting and – if they feel that they are constantly being assessed – they may withdraw from the discussion. To avoid problems, record your marks after each session when the seminar is still fresh in your mind.