Graduate Student Laboratory Performance Rubric
Instructions:
The purpose of this rubric is to support the holistic formative development of the graduate student (mentee) in skills that are required to be an independent successful scientist.
The rubric should be completed at the end of each 10-week lab rotation in the 1st year of the program and once a year after affiliating with a thesis lab.
The rubric should be filled out by mentor and mentee working together and using the sample descriptors in each section of the table as a guide to assigning a rating for each criterion. Next, they should summarize the key points of their discussion in the space provided below the table (or on a separate page if more room is necessary). Finally, 1-2 SMART (i.e., Specific, Measurable, Achievable, Relevant, and Time-Bound) goals should be written to address areas noted for improvement and advance areas of strength.
When filling out this rubric, it is important for mentors to facilitate honest conversations about the mentee’s skill level in each of the broad categories listed while keeping in mind the experience level of the mentee.
- When used to evaluate a 1st year lab rotation, the mentor should pay special attention to the early professional stage of the students. The Independence category and space provided for “Goals Upcoming Semester” should be left blank.
- A rating of “Meets Expectations” as the average across categories is the goal for mentors of post-comps mentees. Ratings of “Exceeds Expectations” or “Outstanding” for one or more of the categories should be reserved for when a student is doing something deserving recognition that their average peer is not doing.
This rubric complements the annual IDP. The IDP serves to layout long-term career aspirations and focuses on larger product goals (i.e., writing papers, applying for a grant, giving a seminar presentation, and expanding one’s professional network). Whereas this rubric is best used as a compass or framework for measuring progress in the skills required to achieve the larger product goals.
The rubric can also be a helpful problem-solving tool. For example, consider a situation where a 4th-yr graduate student is working on drafting a manuscript describing their latest results, but the PI has become frustrated by the slow rate of progress. In a meeting to discuss the manuscript, they decide to complete an impromptu Lab Performance Rubric. The resulting discussion helps the pair determine that the student is struggling with attentiveness, more than critical thinking or writing skills. Therefore, a SMART goal is crafted to help the student improve their attentiveness.