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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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