Bruce & Co. -

I use a very simple measure to get real-time data on tutoring
effectiveness that might be useful in this situation. In their client
reports, tutors are asked to indicate, with a ³1² for Yes and a ³0² for
No, whether their clients learned something during the session and were
able to demonstrate it. There is also a ³donıt know² option for those
tutoring sessions that are, well, not focused on learning (weird, but it
happens, right?). I look for patterns when exporting the data (we use
WCOnline) ‹ I can see studentsı yes/no marks, and I can also organize them
by tutor.

This might be a good way for an on-the-spot assessment for
advising/coaching, if tweaked a bit.

Just a thought.

Best to all,



Robert A. Russell
Director, Center for Academic Achievement
East Tennessee State University
[log in to unmask]
139 Sherrod Library

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>On Sat, Feb 7, 2015 at 12:26 AM, Bruce A. Epps <[log in to unmask]> wrote:
>> We are in the process of analyzing the effectiveness of our recent
>> academic coaching activity, and we are realizing that simply counting
>> number of visits students did or did not have with us is an insufficient
>> measure of how substantive and effective those visits have been.  In
>> words, not all academic coaching sessions are the same.  Has anyone
>> developed any kind of index or rating system for academic coaches (or
>> tutors) to somehow assess the perceived effectiveness of a particular
>> session?  Iım not thinking about an outcomes-based assessment, but
>> an on-the-spot assessment of the sessionıs productiveness and its
>> likelihood of positively impacting student success.
>> Bruce Epps
>> Director, Academic Success
>> Blackmore Library 205
>> Capital University
>> 1 College and Main
>> Columbus, Ohio  43209-2394
>> [log in to unmask]<mailto:[log in to unmask]>
>> Ph. (614) 236-6461
>> Fax (614) 236-6728
>> Schedule tutoring appointments at
>Roberta Schotka, Director of Programs, PLTC
>Wellesley College
>[log in to unmask]
>CRLA NE Chapter President
>ITTPC Coordinator
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