Prototype of a Rubric for Classifying Teaching Assistants' Learning Support Behaviors by Social Channels

Abstract

In this study, we developed a prototype rubric for teaching assistants (TAs) to self-evaluate their learning support behaviors. The rubric was created in the form of checkboxes by categorizing physical behaviors during learning support with multiple social cues. Especially for TAs who have never worked as TAs before or have no experience as TAs in small-group lectures, the check-box rubric makes it easy to understand what they are supposed to do or not do. This format may encourage easy and appropriate self-evaluation by TAs. To create a rubric, graduate students with enough experience as TAs in small-group practice classes were asked how they used body parts in their learning support behaviors during practice classes using a questionnaire. Formative evaluation of this rubric needs to be conducted in the future.