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You may be interested in *Building Writing Center Assessments That Matter* by Ellen Schendel and William J. Macauley, Jr. A basic (very basic) primer on assessment is "Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education," 2nd Edition
by Barbara E. Walvoord.

Techniques include 

1. Determine what you want to assess (tutor ability to guide student learning, students' reduction in anxiety, students' tendency to use assistance earlier, faculty growth in tutoring promotion, etc.)

2. Determine how you can assess the goal/aspect you want to assess. (Keep this as simple as possible)

a. Tutor ability to guide student learning, for example, may be assessed by direct observation with a rubric that lists the steps or stages--which may repeat and may not be linear--in the tutoring process, increase in students' grades (depending on subject matter), tutor and student surveys (can offer insight although not exactly a direct measure), etc.
b. Students' reduction in anxiety (likely will require pre- and post- ratings on anxiety scales, including free math and writing scales, and student cooperation)
c. Students' tendency to use assistance earlier (likely carefully worded surveys of students who have previously used tutoring and maybe of new clients)
d. Faculty growth in tutoring promotion (likely, after some intervention such as asking faculty to include a common statement about tutoring on syllabi, surveys of faculty and survey of how students learn about tutoring)

3. Use the results to determine some decision or action.

a. Results from a. above may result in new tutor training approaches or in retraining some tutors or in selecting some tutors to mentor others. Or perhaps the results will show that students are struggling with particular problems or that specific students need more targeted assistance.
b. Results from b. above may result in more efforts to reduce anxiety or in sharing results with faculty and students.
c. Results from c. above may result in revised tutoring promotional plans.
d. Results from d. above may result in new efforts to engage faculty in tutoring marketing/education plans.

Most higher ed assessment books warn that novice assessment planners always over plan, so be careful.

Kim

----- Original Message -----
From: "Theresa Spanella" <[log in to unmask]>
To: [log in to unmask]
Sent: Thursday, May 12, 2016 1:20:30 PM
Subject: Assessing Tutoring Effectiveness

Hi everyone-
We are looking for some new ideas for assessing the effectiveness of our
tutoring services and are struggling with determining a truly reliable way
to do this. I would be grateful to learn more about the ways you assess
your tutoring centers.

Thank you in advance!
Theresa


Theresa A. Spanella, M.A.Ed.
Learning Commons Coordinator
Mount Aloysius College
7373 Admiral Peary Highway
Cresson, PA  16630
814.886.6566

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