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I created an agreement form that the peer tutors fill out with the tutees on which they articulate two goals (in addition to getting the tutees to sign off on the rules of peer tutoring).  The first goal is an "effort" goal and an "outcome" goal.  So, the effort goals is what they will put into their studying.  An example I give is "I will complete the reading assignments and create a study guide for each chapter.  The outcome goal is what they want to achieve.  I ask the tutor to get them to make this as short term as possible.  For example: "I will earn a 75% on each test".  

We collect them and put them into our database, then we send them back to the students at the end of the semester in the form of a questionnaire to ask them if they met their goals.  I also ask a few satisfaction questions and a few about the degree to which they feel that tutoring helped them meet their goals.

Amy Crouse-Powers
SUNY Oneonta

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Shreckengost, Jennifer
Sent: Monday, October 12, 2015 10:07 PM
To: [log in to unmask]
Subject: How do we know if tutoring is 'working'

Our administration has repeatedly asked us the question, how do we know if our tutoring services are working? In other words, proving what works to senior administration.

This is always a challenge as we know we cannot relate grades to the success of the center because there's not an accurate correlation there.

However, they want more than just indirect measurements (survey feedback).

Any thoughts on this? What do other centers use? What is the industry standard used for this?


*Jennifer Shreckengost, EdS*
*Dean - Curriculum and Instruction*



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