Based on the new ideas I've gathered about single point rubrics this week, I've decided to try developing one to use for tutor observations. In the past, we have used a published assessment, the TESAT, to monitor tutor performance in the second and third levels of their training. As I looked through this assessment yesterday, I realized that it doesn't always emphasize the same elements we focus on in our training/centre -- and in the past, I've noticed that the questions asked don't always connect well with the tutors.
So, with all that in mind, I decided to experiment with what a new rubric might look like for faculty/staff/peer observations of our tutors. Our training program is ungraded, so there are no marks indicated -- only criteria for what meets expectations. Because there are twelve steps in the tutoring cycle -- which makes for a long rubric -- I thought a single point design might be the clearest and most usable format.
Looking forward to your feedback on this! I've also attached a word document in case this is helpful.
Christina
Tutoring Excellence Rubric
Adapted from Cambridge Stratford Study Skills Institute. (1996). TESAT: Tutor evaluation and self-assessment tool. Cambridge Stratford Ltd.
Tutoring Cycle Step |
Concerns (changes required to meet expectations) |
Criteria for Tutoring Excellence |
Exceeds Expectations |
Greet the tutee |
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-Tutor introduces self or greets the tutee by name in a professionally friendly manner. -Sits side by side with the tutee. |
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Identify the task |
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-Tutor encourages the tutee to state the concern they bring to the session. -Asks clarifying questions to collaboratively identify the central concern. |
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Break the task into parts |
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-Tutor asks the tutee to identify the steps needed to complete the central session task and the time needed for each. |
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Identify the thought process |
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-Tutor asks questions to understand the tutee’s approach to learning course content. -Identifies the ways tutee uses course materials. -Asks tutee to describe how they would approach this or similar tasks. |
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Set the agenda |
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-Sets the agenda for the session collaboratively with the tutee. -Identifies time needed for each step in the agenda. -Confirms the agenda with the tutee. |
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Address the task |
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-Tutor does not offer lengthy explanations of content. -Tutor uses Socratic questioning whenever possible to encourage critical thinking. -Tutor uses appropriate wait time to allow the tutee to think and respond. |
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Tutee summary of content |
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-Tutor asks tutee to summarize content learned, allowing the tutee to self-correct as necessary. -Tutor evaluates tutees understanding, returning to the previous step if necessary |
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Tutee summary of underlying process |
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-Tutor asks tutee to summarize the underlying process used to complete the task (how they would do a similar task in the future). -Tutor evaluates tutee response, returning to the previous step if necessary. |
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Confirmation |
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-Tutor affirms tutee learning in the session. -All feedback, positive or negative, is focused on specific behaviour. -Tutor feedback is clear and professional |
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What’s next? |
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-Tutor asks questions to help the tutee identify their next steps and appropriate learning resources. |
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Arrange and plan the next session |
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-Tutor allows the tutee to decide if they wish to schedule another session -(If applicable) Identifies an appropriate time for the next meeting. |
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Closing |
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-Tutor ends on a positive note and with an appropriate closing. |
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