Dear Kim and all Tutor Evaluation Specialists,
Your references to 1. a. below can include statistical validation
longitudinally by using the pre/post
assessment, The TESAT (Tutor Evaluation and Self Assessment Tool. For
info see:
http://www.cambridgestratford.com/tutoring/tutorassessments.html
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....
.......pre/post surveys, and comparisons to prior cohorts of results
compiled term after term to determine
tutoring effectiveness in guiding student learning to be more
independent and less likely to need
continuous tutoring support.
Pamela Way's article "Scenario Training: Grounding Tutor Preparation in
Real-Life Experiences",
pp 57-59, in the Handbook for Training Peer Tutors and Mentors (Cengage
Learning: Ohio) 2012
spelled this validation out eloquently in her research with 180 tutors at
the Un of Texas: Austin.
I hope this helps all validate tutoring effectiveness longitudinally.
Collegially,
Peter W. Stevens, President
The Cambridge Stratford Study Skills Institute
8560 Main Street
Williamsville, NY 14221
[log in to unmask]
_www.cambridgestratford.com_ (http://www.cambridgestratford.com/)
(800) 466-2232 fax (716) 626-9076
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